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This study evaluated students' daily implementation of a reciprocal peer tutoring procedure for mathematics and methods for supporting student implementation. Additionally, this study evaluated the reliability of progress monitoring data collected by students. The peer tutoring procedure was designed such that completion of each treatment component produced a unique permanent product. Student integrity was defined as the percentage of treatment components completed. The effect of performance feedback for students with poor implementation was evaluated. Five of the 37 students who implemented the peer tutoring procedure were provided additional follow-up support due to poor implementation. The accuracy of students' implementation of the peer tutoring procedure improved markedly when they were provided performance feedback. With regard to the reliability of progress monitoring data collected by students, a very high level of agreement was obtained between adults who scored probes for digits correct per minute and tutor scoring of those probes. Implications for practice employing peermediated interventions and further research are discussed.

Examines the treatment integrity with which teachers implemented a reinforcement-based intervention designed to improve the academic performance of elementary school students. Results indicate that teachers maintained adequate treatment integrity for two to four days, after which, implementation began to deteriorate. Daily feedback, however, markedly improved treatment integrity. (RJM)

This study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills as well as the effects of instruction - modeling and practice - designed to increase skill level for oral reading fluency across three levels of reading materials. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in reading fluency for all participants at their assigned grade levels. These results demonstrate one strategy for experimentally determining those instructional components that are required to increase oral reading rate. DESCRIPTORS: oral reading, skill and performance, task difficulty