The first author provided the teacher with information including the purpose of the study, the research conditions, the instructional materials, and the step-by-step procedures of implementing the TCPT program.
The tutor training consisted of one orientation and three tutoring training sessions conducted by the teacher, using the training scripts, prior to the first day of the TCPT session.
Using a procedural checklist, measures were taken to evaluate the accuracy of tutors' tutoring behavior and teacher's implementation during TCPT. Table 2 shows the procedural checklists for the 18 steps for tutor behavior and 21 steps for teacher behavior.
A sequential list with 21 steps of the teacher's behavior involved in the TCPT program was used to measure procedural integrity of the teacher's implementation of the steps.
TCPT was implemented five days a week, with the exception of three days per week prior to and during the week of proficiency testing (i.e., for a total of two weeks).
During all the TCPT sessions, a reward system was employed in which the teacher circulated the room and stamped students' star cards while providing verbal praise (e.g., "Good job for prompting Kathy when she doesn't know the answer") when the students demonstrated on-task behavior or performed the tutoring behavior accurately.
In order to accommodate the different learning capacities of students and increase experimental control, the TCPT program based on the Cooke et al.
This condition employed exactly the same procedure as described in the TCPT section except that a group oriented contingency was additionally introduced.
Despite the variability of the data, all of the target students achieved higher mean quiz scores during TCPT than during baseline.
After the implementation of TCPT, the number of target students earning either an A or B increased while the number of students receiving either a D or E decreased.
Overall, seven of the eight target students displayed fewer offtask behaviors with stability during TCPT compared to those during baseline.
On the consumer satisfaction questionnaires, the teacher "strongly agreed" that the targeted academic and social behaviors were important for her students to be successful at current and prospective grade levels (i.e., goals of the study), that the TCPT and GOC procedures were appropriate and easy to implement, and that she plans to continue using these procedures next year (i.e., procedural acceptability).