Teaching Preschool Children with Disabilities Tutoring Skills

Abstract

This study investigated the used reciprocal peer tutoring with six preschool children with disabilities. The children ranges in age form 4 years 2 months to 5 years 9 months. All six students were given the opportunity to become both tutor and tutee. A multiple baseline design was used to evaluate the acquisition of tutoring skills and learning objectives. The students were specifically trained in the following tutoring skills: (1) showing the stimulus card (i.e., card) (S^D) Presentation; (2) praise; (3) stamp delivery; and (4) corrective feedback. All six children acquired at least some of the specific tutoring procedures. Improvements in tutoring skills were matched by increases in pre-academic responses. Implications for training preschool students with disabilities to be both tutors and tutees were noted.