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. 1989 Fall;22(3):261–273. doi: 10.1901/jaba.1989.22-261

Evaluation of the generalized effects of a peer-training procedure with moderately retarded adolescents.

D P Wacker 1, W K Berg 1, L Choisser 1, J Smith 1
PMCID: PMC1286178  PMID: 2793633

Abstract

The use of peer-training procedures by moderately mentally retarded adolescents was evaluated in two experiments. In Experiment 1, 2 students received instruction on peer-training skills to teach a vocational task to 7 classmates. Following instruction, both peer trainers were successful in teaching their classmates to perform the target task and a second untrained (generalization) task. In Experiment 2, 1 peer trainer taught 3 peers to use picture prompts to complete one or two complex vocational tasks. Following instruction by the peer trainer, the trainees independently used novel pictures on novel tasks. The results of both experiments indicate that peer training with moderately handicapped students can be an effective instructional procedure, with generalization occurring for both the trainers (Experiment 1) and the trainees (Experiment 2).

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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