Mayfield Kristin H, Vollmer Timothy R
University oF Florida, USA.
J Appl Behav Anal. 2007 Summer;40(2):223-37. doi: 10.1901/jaba.2007.108-05.
Home-based peer tutoring was used to teach math skills to 4 girls with deficits in mathematics and histories of abuse or neglect. Girls living in the same home formed tutoring dyads, and each participant served as both the peer tutor and the tutee during the course of the study. At the initiation of the tutoring intervention, an expert tutor provided multiple 3-min tutoring sessions to the designated peer tutor on three or four mathematics skills. The peer tutor concurrently provided 3-min tutoring sessions on the same skills to the tutee using a multiple baseline design. Results showed that participants improved their performance on all target skills. Additional interventions were implemented for some skills to improve accuracy further. Maintenance tests were also administered after 3 to 5 months of no practice on the skills. Results showed that tutors and tutees maintained their accuracy on 7 of the 12 skills assessed.
采用居家同伴辅导的方式，对4名数学能力有缺陷且曾遭受虐待或忽视的女孩进行数学技能教学。住在同一家庭的女孩组成辅导对子，在研究过程中，每位参与者既担任同伴辅导者，又担任被辅导者。在辅导干预开始时，一位专业辅导教师针对三到四项数学技能，为指定的同伴辅导者提供了多次3分钟的辅导课程。同伴辅导者同时采用多重基线设计，就相同技能为被辅导者提供3分钟的辅导课程。结果显示，参与者在所有目标技能上的表现都有所提高。针对一些技能还实施了额外干预措施，以进一步提高准确性。在对这些技能停止练习3至5个月后，还进行了维持测试。结果显示，在评估的12项技能中，辅导者和被辅导者在7项技能上保持了准确性。
