ASSESSING THE EFFICACY OF AN ACADEMIC HEARING PEER TUTOR FOR A PROFOUNDLY DEAF STUDENT

This study assessed the efficacy of using a hearing peer tutor to prov ide math instruction for a profoundly deaf sixth-grade girl. Instructi on was provided for twenty minutes each day. A changing criterion desi gn was employed to measure the tutee's progress across four math objec tives she had not previously mastered. The peer tutoring intervention was highly successful, with the tutee meeting the criterion of 70 perc ent accuracy for three consecutive days for each of the four curriculu m objectives after only a brief period of intervention. Peer tutoring is discussed as a potentially useful vehicle for mainstreaming deaf ch ildren.