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Greenwood, Charles R.; And Others – Journal of Applied Behavior Analysis, 1984
Three studies involving 128 elementary students indicated that classwide peer tutoring, compared to teacher-mediated procedures, produced more student academic responding and higher weekly scores on spelling, arithmetic, and vocabulary tests. Findings were replicated with manipulations of content taught/tested. (CL)
Descriptors: Academic Achievement, Achievement Tests, Elementary Education, Peer Teaching
Mayfield, Kristin H.; Vollmer, Timothy R. – Journal of Applied Behavior Analysis, 2007
Home-based peer tutoring was used to teach math skills to 4 girls with deficits in mathematics and histories of abuse or neglect. Girls living in the same home formed tutoring dyads, and each participant served as both the peer tutor and the tutee during the course of the study. At the initiation of the tutoring intervention, an expert tutor…
Descriptors: Females, High Risk Students, Tutors, Mathematics Skills

Cushing, Lisa Sharon; Kennedy, Craig H. – Journal of Applied Behavior Analysis, 1997
A study of three children (ages 11-13) without disabilities who served as peer supports for students with disabilities in general education classrooms found that serving as a peer support had positive academic effects on the students without disabilities. Follow-up probes demonstrated that the positive benefits regarding academic engagement…
Descriptors: Academic Achievement, Disabilities, Helping Relationship, Inclusive Schools

Pierce, Karen; Schreibman, Laura – Journal of Applied Behavior Analysis, 1997
Two children (ages 7-8) with autism and eight typical peers participated in a study designed to replicate an earlier finding of successful social-skills intervention for children with autism using peer-implemented pivotal response training (PRT). The results of using multiple peer trainers on generalization of treatment effects were assessed.…
Descriptors: Autism, Children, Generalization, Helping Relationship

McGee, Gail G.; And Others – Journal of Applied Behavior Analysis, 1992
Three typical preschoolers were trained as peer tutors for three young children with autism. Tutors used incidental teaching to obtain verbal labels of preferred toys by children with autism. Adult supervision and assistance were faded systematically with resulting maintenance of increased reciprocal interactions. (Author/JDD)
Descriptors: Autism, Generalization, Incidental Learning, Interaction