Abstract
Effects of peer versus teacher delivered individualized instruction when teaching basic sight words with a constant time delay procedure to secondary students with moderate/severe disabilities are compared. An adaptive alternating treatment design was used to assess differential effects of the two modes of instructional delivery. Results show that, while both modes of delivery are effective, teacher instruction was slightly more efficient than peer tutor instruction.
| Original language | English |
|---|---|
| Pages (from-to) | 373-385 |
| Number of pages | 13 |
| Journal | Education and Training in Mental Retardation and Developmental Disabilities |
| Volume | 36 |
| Issue number | 4 |
| State | Published - Dec 2001 |
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Biochemistry