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Abstract

This study evaluated the effectiveness of teacher and peer supervision in increasing levels of on-task behavior and work performance in a prevocational setting. Six severely retarded individuals served as subjects and were assigned an assembly task. Results indicated that close supervision by either a teacher or peer was superior to the baseline condition. In addition, results showed that peer supervision produced higher levels of on-task behavior among subjects than did teacher supervision. It was suggested that delegating some student supervisory responsibilities permits a teacher to use instructional time more efficiently and affords the supervising peer an opportunity to learn valuable work-related skills.

Keywords

severely handicapped prevocational training work performance peer supervision on-task behavior behavior management teacher supervision

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A Comparison of the Effects of Teacher and Peer Supervision on Work Performance and On-Task Behavior

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References