Kohler F W, Greenwood C R
Allegheny-Singer Research Institute, Pittsburgh, Pennsylvania 15212-9986.
J Appl Behav Anal. 1990 Fall;23(3):307-22. doi: 10.1901/jaba.1990.23-307.
A classwide peer tutoring procedure was implemented in an urban elementary school classroom to improve students' spelling performance. Three students combined untrained or collateral tutoring behaviors with the core behaviors initially taught. To explore the function of these natural and spontaneous behaviors, a multielement single-subject experiment with replications was conducted. Results indicated that the additional tutoring behaviors increased (a) the academic response frequencies of 3 tutees and (b) the weekly spelling achievement of 1 target tutee. The remaining class members were successfully taught and continued to use these behaviors over the final 3 weeks of the school year. These findings are discussed with regard to academic instruction, natural communities of peer reinforcement, and the social validation of intervention procedures.
在一所城市小学的教室里实施了一种全班同伴辅导程序，以提高学生的拼写成绩。三名学生将未经训练的或附带的辅导行为与最初教授的核心行为结合起来。为了探究这些自然自发行为的作用，进行了一项带有重复的多元素单被试实验。结果表明，额外的辅导行为增加了：(a) 三名被辅导学生的学业反应频率，以及 (b) 一名目标被辅导学生的每周拼写成绩。其余班级成员在学年的最后三周被成功教会并继续使用这些行为。将结合学业指导、同伴强化的自然群体以及干预程序的社会效度来讨论这些发现。
