The purpose of this study was to investigate the effect of untrained and
trained peer tutors on the motor performance of students with developmental
disabilities in integrated physical education classes. This study utilized a single
subject delayed multiple baseline design across subjects.
Six elementary age students with developmental disabilities and six
nondisabled peer tutors participated in the study. The students were
videotaped during their physical education class and data were analyzed on
discrete motor skill responses. The students were assigned to one of two
protocols. Protocol 1 consisted of three conditions; baseline, assistance by an
untrained peer tutor, and assistance by a trained peer tutor. The results of
Protocol 1 data revealed that trained peer tutors were effective at assisting
subjects with developmental disabilities improve their motor performance, while
untrained peer tutors were not. As a result of these findings Protocol 2 which
consisted only of baseline and assistance by trained peer tutors, was utilized to
replicate and provide additional support for the effect of trained peer tutors. The
results of Protocol 2 revealed that trained peer tutors were effective at assisting
subjects with developmental disabilities improve their motor performance in
integrated physical education classes.
Trained peer tutors were provided with instruction in the following three
teaching areas: cueing, feedback, and reinforcement. The cueing techniques
followed the system of least prompts and included verbal cueing, modeling, and
physical assistance. Feedback information consisted of positive general and
positive specific reinforcement. Peer tutors were trained over two 30 minute
sessions. Pre-established criteria required the peer tutors to implement the
teaching behaviors with the researcher a minimum of 4 out 5 times, and receive
a score of 90% or better on the peer tutor quiz. All peers were successful at
meeting this criteria. Data were collected on the tutors' teaching behaviors
throughout the study via a wireless microphone. The results of the peer tutor
data revealed that the tutors were able to implement the tutor training program.
The results of this study demonstrate that elementary age peer tutors can
be trained to provide assistance to students with developmental disabilities in
integrated physical education classes. Recommendations for future research
are provided based on the results of this study. / Graduation date: 1994
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/35513 |
| Date | 12 August 1993 |
| Creators | Houston-Wilson, Cathy |
| Contributors | Dunn, John M. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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