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Abstract

In this study tutuees increased their percentage of completed assignments and time spent on task in order to receive tutoring. Four students, two each from two third-grade classes, participated as subjects. The two pairs of students from each class received a contingent tutoring phase, in which being tutored was dependent on their on-task behavior, and a non-contingent phase, in which being tutored was independent of their classroom behavior. The effects of these phases on classroom on-task behaviors were examined via a type of crossover design with an extended baseline for the second pair of students. Results indicated an order effect, demonstrating that contingent tutoring always produced improvement on on-task behavior, while noncontingent tutoring was effective only when it followed a contingent phase.

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Peer-Tutoring as a Reinforcer for Appropriate Tutee Behavior

Abstract

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