Abstract
We investigated the effectiveness of nonreciprocal peer tutoring, a type of peer-mediated instructional intervention, with preschoolers. We used a multiple-probe design across 2 dyads with participants with and without disabilities. The dependent variables were the number of correct tact responses to the untaught stimuli for the tutor and the number of correct tact responses to taught stimuli for tutees. Results demonstrated that nonreciprocal peer tutoring was effective in the acquisition of untaught tacts for the tutors and directly taught tacts for the tutees.
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