The purpose of this article is to discuss classwide peer tutoring as an effective instructional procedure. The article is organized into three major sections: (a) general principles of instruction, (b) description of classwide peer tutoring procedures, and (c) review of effectiveness data concerning classroom process (i.e., ecological and behavioral factors) and student achievement outcomes. It concludes with a discussion of the procedure and areas of future research and application.

The present study evaluated the effects of an overcorrection procedure on the self-stimulatory verbalizations of an 8-year old severely disturbed child. The procedure was applied in a public school setting. Data from the study indicate that this approach can be effectively used to decelerate self-stimulatory verbalizations In applied settings and that the procedure does not have a detrimental influence on the development of more appropriate language.