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High school driver education using peer tutors, direct instruction, and precision teaching
K E Bell1, K R Young, C L Salzberg
1Department of Psychology, Utah State University, Logan 84322-2810.
Abstract:
The authors investigated the combined effects of direct instruction and precision teaching by peer tutors in a high school driver education curriculum. Learners (N = 4) included students with intellectual and learning disabilities and students without disabilities. Peer tutoring was associated with immediate increases in correct responding and a simultaneous and rapid deceleration of errors. Three learners passed the written tests in the driver education classroom, obtained driver's licenses, and produced similar or better driving records than students who did not require assistance. This program is being continued and expanded by school personnel without assistance from the authors.