Postsecondary Training and Performance Feedback: Effect on Peer Mentor Fidelity and Behavior of a Student with Multiple Disabilities

Authors

DOI:

https://doi.org/10.13021/jipe.2022.3105

Keywords:

peer mentor, training, fidelity, behavior, generalization

Abstract

Postsecondary education students with intellectual and multiple disabilities are often supported by same-aged peer mentors. A single-subject multiple baseline design was used to examine the relationship between training with and without performance feedback and a peer mentor’s fidelity of implementing a student’s function-based intervention plan across settings. Further, the relationship between peer mentor fidelity and a student’s on-task behavior was explored. The peer mentor’s fidelity immediately improved in all settings after being trained but required performance feedback to improve further. There was a functional relation between the peer mentor’s fidelity and the student’s behavior in two of the three settings.

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Published

2022-08-30

How to Cite

Lansey, K., Antia, S., MacFarland, S., & Carr, C. (2022). Postsecondary Training and Performance Feedback: Effect on Peer Mentor Fidelity and Behavior of a Student with Multiple Disabilities. Journal of Inclusive Postsecondary Education, 4(1). https://doi.org/10.13021/jipe.2022.3105