This study examined whether systematic training enables fifth and sixth graders to become instructional trainers with severely handicapped students. The training program focused on teaching cafeteria skills and consisted of three components: formal information sessions, in vivo instruction, and feedback sessions. An ABAB reversal design was employed to evaluate the effectiveness of the systematic training components. Results revealed that nonhandicapped students can become instructional trainers with severely handicapped students as long as systematic training is provided.
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