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EVALUATION OF THE GENERALIZED EFFECTS OF A PEER‐TRAINING PROCEDURE WITH MODERATELY RETARDED ADOLESCENTS
Author(s) -
Wacker David P.,
Berg Wendy K.,
Choisser Lucy,
Smith Joy
Publication year - 1989
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1989.22-261
Subject(s) - trainer , generalization , psychology , task (project management) , vocational education , peer feedback , mentally retarded , teaching method , mathematics education , developmental psychology , pedagogy , computer science , mathematical analysis , mathematics , management , economics , programming language
The use of peer‐training procedures by moderately mentally retarded adolescents was evaluated in two experiments. In Experiment 1, 2 students received instruction on peer‐training skills to teach a vocational task to 7 classmates. Following instruction, both peer trainers were successful in teaching their classmates to perform the target task and a second untrained (generalization) task. In Experiment 2, 1 peer trainer taught 3 peers to use picture prompts to complete one or two complex vocational tasks. Following instruction by the peer trainer, the trainees independently used novel pictures on novel tasks. The results of both experiments indicate that peer training with moderately handicapped students can be an effective instructional procedure, with generalization occurring for both the trainers (Experiment 1) and the trainees (Experiment 2).