High school driver education using peer tutors, direct instruction, and precision teaching.

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:

• 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.