Use of peer instruction to train a complex photocopying task to moderately and severely retarded adolescents

Abstract

Three severely retarded adolescents were taught a 26-step photocopying task by a moderately retarded peer within a multiple-baseline design. The peer trainer was taught to demonstrate the target task to the trainees, contingently praise correct responses, and to provide correction for errors. During baseline, the trainees were unable to perform the photocopying task correctly. Following instruction by the peer trainer, all trainees showed immediate improvement and completed at least 80 percent of the steps correctly. Two of the three trainees maintained their performance over a four week period and all trainees generalized their performance to a second photocopying task. In addition, the peer trainer accurately prompted, corrected, and praised performance.