Tutor-Tutee Behavior of DisadvantagedKindergarten Children During Peer Teaching
Education and Treatment of Children
This investigation examined the effects of a simple adult prompting tactic on the behavior of three disadvantaged kindergarten tutors engaged in teaching alphabet letters to their peers. The purpose was to examine two unresolved issues. First, can two classes of tutor behavior, clearly presenting the stimulus (antecedent behavior), and providing appropriate feedback following tutee correct and error responding (consequent behavior) be established in kindergarten children? Second, what is the relationship between tutor appropriate use of the behaviors and tutee progress? This investigation used a multiple baseline research design across students to answer the above questions. The results showed that all tutors were successful in using the tutoring behaviors appropriately. In addition, there seemed to be a functional relationship between the tutors' appropriate use of the tutoring behaviors and tutee acquisition and retention of letter names. Suggestions for future research are also discussed.
Young, C. C., Hecimovic, A., & Salzberg, C. L. (1983). Tutor-tutee behavior of disadvantaged kindergarten children during peer teaching. Education and Treatment of Children, 6(2), 123-135.