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• W259303978 abstract "Following a multiple baseline design, each offour junior high school student volunteers received a brief training and feedback intervention on implementing an instructional program with a, severely retarded student. Appropriate teaching behaviors increased on the target program and generalized to teaching other programs. The volunteers' teaching behaviors increased from 58.8% appropriate responses during baseline to 97.5 % during intervention. These results support the efficacy of using school-age tutors when the of the severely handicapped assumes the role of a classroom manager. Severely handicapped students require informance of kindergarten children in a study struction on an individual or small group by Frager and Stern (1970). Fifth graders basis rather than in more traditional large effectively tutored kindergarten children in group or whole class settings. Classrooms for basic arithmetic skills (Johnson & Bailey, the severely handicapped, however, fre1974) and second grade children in reading quently have only one and an aide for (Robertson, De Reus, & Drabman, 1976). 8 to 12 students. The maximization of inHarris and Sherman (1973) found that 15 struction provided each student is therefore minute sessions of unstructured tutoring, dependent on the classroom teacher's rewhere fourth and fifth graders simply helped cruiting and training of paraprofessionals to each other solve problems, resulted in in fulfill many typical teacher responsibilities creases in mathematics test performance. (Fredericks, Baldwin, Hanson, & Fontana, Whalen and Henker (1969) trained older 1972). moderately retarded individuals to teach Parents, community volunteers, and univerbal and nonverbal imitation skills to versity practicum students have been the younger severely handicapped students, most frequent source of additional assistPeer tutors have also assisted in the ance. The adaptation of the principles of implementation of management cross-age tutoring used in regular education programs. In a study by Surrett, Ulrich, and (Lippett & Lohman, 1965) and peers as Hawkins (1969), a fifth-grade student imple behavior engineers used in manmented reinforcement contingencies that in agement programs to the education of the creased the on-task study behaviors of four severely handicapped greatly increases the first graders. Drabman, Ross, Lynd, and potential number of paraprofessionals. Cordua (1978) and Drabman and Spitalnik In cross-age tutoring, older students serve (1973) used mildly and moderately retarded as supervised instructors for younger students children to decrease the inappropriate (Lippett & Lohman, 1965). Cloward (1967) behaviors of severely handicapped children, demonstrated that tutoring provided by Strain, Cooke, and Apolloni (1976a, b) have tenth and eleventh-grade students was effecemphasized and demonstrated the critical tive in increasing the reading performance role peers can assume in assisting their class of fourth and fifth graders. Tutoring by mates to acquire more appropriate social sixth graders resulted in significant increbehaviors. ments on the language readiness test perWhile demonstrations of the effectiveness Students as Teachers / 187 This content downloaded from 207.46.13.105 on Wed, 25 May 2016 06:47:29 UTC All use subject to http://about.jstor.org/terms of training peer paraprofessionals have been female volunteers were 12-year-old seventh made and the specifics of the training prograders, one female was a 13-year-old eighth cedures detailed, little emphasis has been grader, and one male was a 15-year-old ninth placed on the generalizability of the skills and grader. The volunteers were chosen, by their on the utility of the training procedures for school supervisor, from those students who the classroom teacher. Gladstone and Sherexpressed a desire to be involved in the man (1975) reacted to the need for further tutoring program and who did not excel in research on the generalization of newly academic or social areas. Two additional acquired teaching behaviors. They initially volunteers were selected and trained to serve trained seven high school students to teach as alternates. Eventually, one alternate seven profoundly retarded children a simple dropped from the program and the second direction-following task (Task A: Bring was assigned to other classroom activities, ball) and studied the generalization of this skill to teaching an additional seven children Students similar direction-following tasks (Task B: Sit down and Come here). Their training Four students from the Intensive draining procedures consisted of a 25-minute videoClass at a center for the trainable and severely tape of a model demonstrating the approretarded were involved in the program. Two priate teaching procedures for Task A, a 20of the students were male (12 and 13 years minute rehearsal/role-playing session for old) and two were female (6 and 13 years Task A, and corrective feedback and praise old). All four students had a Social Age of less during the actual Task A training sessions than 1.5 years and a Social Quotient of less (ranging from 3 to 11). These training prothan 20 on recently administered Vineland cedures were effective in increasing the numScales of Social Maturity. Each student had ber of contingent reinforcers, decreasing the some involvement with cerebral palsy and number of verbal instructions, and increasexhibited some self-stimulatory behaviors, ing the proportion of correct verbal instrucAll students evidenced severe delays across tions that the volunteers gave the children on all areas of development, including a lack of Task A. These effects generalized from the expressive language and very limited recep training on Task A to teaching Task B. No tive language. Typical instructional objec consistent changes were evident in the use of tives included removing socks, discriminat physical prompts or in ignoring inapproing functional objects, recognizing object priate behaviors. labels, and walking up stairs. Objectives This study seeks to extend the research on were trained through one-to-one instruction the training of paraprofessionals. Using a with finely task-analyzed programs, multiple baseline design, each of four junior high school volunteers was trained to teach a Trainer task to a severely handicapped student. The training procedures were relatively brief and A male graduate student completing his succinct with the purpose being that a classinternship in teaching the severely handi room could readily implement them. capped assumed major responsibility for the Analyses were made on the effect of the implementation of the program. He re training procedures on the specific comcruited, trained, and observed the volunteers ponents of the teaching process. The genand assisted the classroom in the eralization of training to additional tasks development of appropriate instructional with the same students was observed. programs." @default.
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• W259303978 title "Junior High School Students as Teachers of the Severely Retarded: Training and Generalization." @default.
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