Junior High School Students as teachers of the Severely Retarded: Training and Generalization

Abstract

Following a multiple baseline design, each of four 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 teacher of the severely handicapped assumes the role of a classroom manager.