This study was conducted at a youth organization that provided academic tutoring for inner-city grade school children. Tutors were trained to use social reinforcement; behavioral observations were made during baseline, training, and follow-up phases. The behaviors of interest were tutor approving, disapproving, and attending behaviors. Each tutor took part in six individual training sessions. After training, all three tutors showed increases in their use of social reinforcement during tutoring. Specific issues involving training minority tutors in ways that are consistent with cultural values are discussed.
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