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Effects of Immediate Feedback Delivered by Peer Tutors on the Oral Presentation Skills of Adolescents With Learning Disabilities

¹ Penn State University, Malvern
² Chester County Intermediate Unit, Downingtown, Pennsylvania

^* To whom correspondence should be addressed. E-mail: mcs13{at}psu.edu.

	Abstract

High school graduation requirements are becoming increasingly demanding. In addition to meeting academic benchmarks, some school districts have added performance requirements such as oral presentations to their criteria for earning a high school diploma. This type of requirement may present an additional challenge for students with learning disabilities. Research was conducted to determine if a treatment package consisting of immediate feedback delivered via wireless technology by peer tutors was effective with improving oral presentation skills in four high school senior girls with learning disabilities. Results suggest that immediate feedback provided by peer tutors (compared with delayed feedback) was effective in decreasing undesirable target behaviors that interfered with performance, in all four participants. Each participant also rated the treatment as acceptable. Implications for practice are discussed.

First published on December 11, 2008
Remedial and Special Education 2008, doi:10.1177/0741932508327458


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