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Embedded, Constant Time Delay Instruction by Peers without Disabilities in General Education Classrooms
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Jameson, J. Matt; McDonnell, John; Polychronis, Shamby; Riesen, Tim – Intellectual and Developmental Disabilities, 2008
This study investigated the effects of a training package (written manual, individual training session, and ongoing verbal feedback) on middle school peer tutors' use of embedded, constant time delay procedures and on the learning outcomes for students with significant cognitive disabilities in general education settings. The study data showed…
Descriptors: Feedback (Response), General Education, Disabilities, Tutors