This study examined the efficiency of combining classwide peer tutoring and constant time delay (CTD) on academic performance of 3 students with learning disabilities and 16 students without disabilities enrolled in an inclusive sixth-grade Language Arts class. Treatment integrity checklists were used to measure the extent to which the tutors with learning disabilities used the CTD procedure correctly and the tutees' correct performance on the skills being taught. A multiple-probe design across behaviors replicated across students was used. The results indicated that (a) students with...