Effects of nonreciprocal peer tutoring with preschool students
We investigated the effectiveness of nonreciprocal peer tutoring, a type of peer-mediated instructional intervention, with preschoolers. We used a multiple-probe design across 2 dyads with participants with and without disabilities. The dependent variables were the number of correct tact responses to the untaught stimuli for the tutor and the number of correct tact responses to taught stimuli for tutees. Results demonstrated that nonreciprocal peer tutoring was effective in the acquisition of untaught tacts for the tutors and directly taught tacts for the tutees.
This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s40617-020-00422-1
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| Work Title | Effects of nonreciprocal peer tutoring with preschool students |
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| License | In Copyright (Rights Reserved) |
| Work Type | Article |
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| Publication Date | March 23, 2020 |
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| Deposited | December 11, 2023 |
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