Bell K E, Young K R, Salzberg C L, West R P
Department of Psychology, Utah State University, Logan 84322-2810.
J Appl Behav Anal. 1991 Spring;24(1):45-51. doi: 10.1901/jaba.1991.24-45.
The authors investigated the combined effects of direct instruction and precision teaching by peer tutors in a high school driver education curriculum. Learners (N = 4) included students with intellectual and learning disabilities and students without disabilities. Peer tutoring was associated with immediate increases in correct responding and a simultaneous and rapid deceleration of errors. Three learners passed the written tests in the driver education classroom, obtained driver's licenses, and produced similar or better driving records than students who did not require assistance. This program is being continued and expanded by school personnel without assistance from the authors.
作者们在高中驾驶教育课程中研究了同伴辅导下直接教学和精确教学的综合效果。学习者（N = 4）包括有智力和学习障碍的学生以及无残疾的学生。同伴辅导与正确反应的立即增加以及错误的同时快速减少相关。三名学习者在驾驶教育课堂上通过了笔试，获得了驾照，并且与不需要帮助的学生相比，产生了相似或更好的驾驶记录。该项目在没有作者协助的情况下由学校工作人员继续开展并扩大。
