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Related Experiment Videos

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.

Journal of Applied Behavior Analysis
|January 1, 1991
PubMed
Summary

Peer tutoring combined with direct instruction significantly improved learning for students with and without disabilities in driver education. This approach led to higher test scores, driver

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Area of Science:

  • Educational Psychology
  • Special Education
  • Applied Behavior Analysis

Background:

  • Students with intellectual and learning disabilities often require tailored instructional strategies for academic success.
  • Peer tutoring is an evidence-based intervention that can support diverse learners in various educational settings.
  • Driver education programs aim to equip all students with essential knowledge and skills for safe driving.

Purpose of the Study:

  • To evaluate the combined impact of direct instruction and precision teaching delivered by peer tutors.
  • To assess the effectiveness of this intervention in a high school driver education curriculum.
  • To determine if the intervention improves learning outcomes and practical driving skills for students with and without disabilities.

Main Methods:

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  • Implemented a combined instructional approach using direct instruction and precision teaching.
  • Utilized peer tutors to deliver the intervention to a small group of high school students (N=4).
  • Included learners with intellectual and learning disabilities alongside students without disabilities.

Main Results:

  • Peer tutoring led to immediate increases in correct response rates among learners.
  • A simultaneous and rapid decrease in errors was observed following the implementation of peer tutoring.
  • Three out of four learners successfully passed written driver's tests and obtained driver's licenses.

Conclusions:

  • The combined direct instruction and peer tutoring intervention is effective in improving driver education outcomes.
  • This approach benefits both students with and without disabilities, promoting equitable learning opportunities.
  • The program's sustainability is indicated by its continuation and expansion by school personnel.