This investigation evaluated the effectiveness of using peer tutors to teach a chained leisure skill (i.e., UNO card game) to three middle school students with disabilities using a simultaneous prompting procedure within a multiple probe design. The investigation also assessed whether the students with disabilities would acquire four unrelated science core content facts presented as nontargeted information during instructive feedback. Results indicated that all students met or made progress toward criterion on the leisure skill. In addition, two of the three students acquired all four core content facts.
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