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Figure 2. Percent of correct resp<strong>on</strong>ses for Charlie <strong>and</strong> J<strong>on</strong>ah during baseline, interventi<strong>on</strong>, <strong>and</strong> maintenance<br />
sessi<strong>on</strong>s.<br />
with discrete tasks, results of this study extend<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> expectati<strong>on</strong>s of peer tutors’ abilities to<br />
chained task instructi<strong>on</strong>, increasing <str<strong>on</strong>g>the</str<strong>on</strong>g>ir versatility<br />
in <str<strong>on</strong>g>the</str<strong>on</strong>g> classroom.<br />
The sec<strong>on</strong>d research questi<strong>on</strong> addressed<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> degree of reliability with which peer tutors<br />
could implement c<strong>on</strong>stant time delay in teaching<br />
chained tasks. Dependent variable reliability<br />
data indicate that overall peer tutors collected<br />
student resp<strong>on</strong>se data with 98%<br />
agreement (range 94-100%) with <str<strong>on</strong>g>the</str<strong>on</strong>g> reliability<br />
observer. Peer tutors as a whole were<br />
able to implement <str<strong>on</strong>g>the</str<strong>on</strong>g> resp<strong>on</strong>se prompting<br />
strategy with 93% accuracy (range 84-99%).<br />
Wolery, Bailey, <strong>and</strong> Sugai (1988) state reliability<br />
above 90% is desirable, above 80% is acceptable.<br />
Nine out of <str<strong>on</strong>g>the</str<strong>on</strong>g> 11 peer tutors performed<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> steps of <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>stant time delay<br />
procedure with 90% or better accuracy.<br />
Results of <str<strong>on</strong>g>the</str<strong>on</strong>g> peer tutoring reliability data<br />
Peer-Implemented Time Delay / 119