Date Available
7-25-2016
Year of Publication
2016
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. Melinda Ault
Abstract
The purpose of this research study was to provide training for peer tutors to use simultaneous prompting to increase the percentage of correct responses of sight words by students with moderate to severe disabilities. The study included four students with moderate to severe disabilities in an elementary school setting. A multiple probe (days) design across behaviors replicated across students was used to evaluate the effectiveness of the simultaneous prompting procedure used by peer tutors to teach students with moderate to severe disabilities in the general education setting. The results indicated the peers were able to reliably implement the procedures, but a functional relation was demonstrated with only one participant.
Digital Object Identifier (DOI)
http://dx.doi.org/10.13023/ETD.2016.341
Recommended Citation
Barnes, Whitney S., "Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting" (2016). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 29.
https://uknowledge.uky.edu/edsrc_etds/29
