The effects of direct training with performance feedback on postsecondary tutor treatment integrity

Date of Completion

January 2009


Education, Educational Psychology|Education, Teacher Training




Many postsecondary institutions utilize tutoring services to address the needs of underprepared students. Even with the widespread use of tutoring services, the literature documenting postsecondary tutoring, and specifically tutor training, is limited. The few studies that have investigated tutor training have identified its importance and a need for future research to include descriptions of training. In addition, there is a lack of research on the integrity with which tutors actually implement the strategies and methods they are trained to use in actual tutoring sessions. In this study, a multiple baseline design across tutors was used to examine the effects of direct training of an explicit instruction-based tutoring method (PRESS) with performance feedback on each tutor's rate of implementation of instructional components. Though two demonstrations of effect for adherence and one demonstration of effect for quality were observed, there is not enough data to support a functional relationship between PRESS training and increased treatment integrity.^