Junior High School Students as Teachers of the Severely Retarded: Training and Generalization

Following a multiple baseline design, each of four junior high school student volunteers received a brief training and feedback intervention on implementing an instructional program with a severely retarded student. Appropriate teaching behaviors increased on the target program and generalized to te...

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Bibliographic Details
Published in:Education and training of the mentally retarded 1980-10, Vol.15 (3), p.187-194
Main Authors: FENRICK, NANCY J., MCDONNELL, JOHN J.
Format: Article
Language:English
Subjects:
Children
Exceptional Child Research
Junior High School Students
Peer Teaching
Program Effectiveness
Severe Mental Retardation
Socks
Special education
Teachers
Thumb
Training
Training devices
Tutoring
Volunteer training
Volunteerism
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Summary:Following a multiple baseline design, each of four junior high school student volunteers received a brief training and feedback intervention on implementing an instructional program with a severely retarded student. Appropriate teaching behaviors increased on the target program and generalized to teaching other programs. The volunteers' teaching behaviors increased from 58.8% appropriate responses during baseline to 97.5 % during intervention. These results support the efficacy of using school-age tutors when the teacher of the severely handicapped assumes the role of a classroom manager.
ISSN:0013-1237