DETERMINING THE COLLATERAL EFFECTS OF PEER TUTOR TRAINING ON A STUDENT WITH SEVERE DISABILITIES

In one experiment and two case studies, we evaluated the impact of tra ining peer tutors without disabilities to provide effective instructio nal procedures with a student with severe disabilities who exhibited a berrant behaviors in the classroom. Peer tutors received training on h ow to provide appropriate commands and specific praise statements, as well as to decrease negative statements. In the experiment, two peer t utors were taught these skills in a multiple baseline design. Two case studies further clarified the impact of the peer tutor training. In C ase Study 1, one peer tutor received training on the three skills conc urrently and data were assessed in an AB design. In Case Study 2, one peer tutor was trained prior to working with the student to determine if a peer tutor who had no prior history with the student could work e ffectively with minimal disruptions from the onset. Data were also mea sured on the student's aberrant behaviors and his compliance before, d uring, and after training the peer tutors. Results indicated that the peer tutors learned to provide appropriate commands and specific prais e and to reduce negative statements. More important, as a collateral e ffect of the training program, the student's aberrant behaviors decrea sed and his compliance to requests improved.