Comparison of constant time delay and simultaneous prompting to teach word reading skills to students with intellectual disability

2020 ◽  
pp. 1-15
Author(s):  
Norah Aldosiry
Keyword(s):  
Intellectual Disability ◽  
Time Delay ◽  
Reading Skills ◽  
Word Reading ◽  
Constant Time Delay ◽  
Constant Time ◽  
Simultaneous Prompting

Teaching sight word reading in a group instructional arrangement using constant time delay

1990 ◽  
Vol 1 (2) ◽  
pp. 81-96 ◽  
Author(s):  
David L. Gast ◽  
Mark Wolery ◽  
Lowry L. Morris ◽  
Patricia Munson Doyle ◽  
Stacie Meyer
Keyword(s):  
Time Delay ◽  
Word Reading ◽  
Constant Time Delay ◽  
Constant Time ◽  
Sight Word ◽  
Sight Word Reading ◽  
Instructional Arrangement

Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers

2017 ◽  
Vol 111 (1) ◽  
pp. 33-48
Author(s):  
Sarah E. Ivy ◽  
Jennifer A. Guerra ◽  
Deborah D. Hatton
Keyword(s):  
Time Delay ◽  
Word Reading ◽  
Assessment Tool ◽  
Evidence Based Practice ◽  
Functional Relation ◽  
Constant Time Delay ◽  
Constant Time ◽  
Evidence Based ◽  
Baseline Design ◽  
Braille Literacy

Introduction Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to three beginning braille readers with developmental disabilities. Procedural variations included a pre-teaching and assessment tool, a higher criterion for mastery, an increased number of trials per session, and remediated instructional feedback. Results A functional relation was established for all three participants. Students reached mastery in four to 12 sessions in less than one hour of instruction. Although the number of correct responses decreased over time, long-term maintenance was demonstrated. Discussion Results suggest that constant time delay is a promising strategy for teaching highly motivating words to early braille readers. Replication is required to establish constant time delay as an evidence-based practice for braille literacy. Implications for practitioners Practitioners are encouraged to incorporate constant time delay into a comprehensive literacy program with opportunities to generalize word reading to other contexts.

Use of Choral and Individual Attentional Responses with Constant Time Delay when Teaching Sight Word Reading

1990 ◽  
Vol 11 (5) ◽  
pp. 47-58 ◽  
Author(s):  
Mark Wolery ◽  
Melinda Jones Ault ◽  
David L. Gast ◽  
Patricia Munson Doyle ◽  
Beth M. Mills
Keyword(s):  
Time Delay ◽  
Word Reading ◽  
Constant Time Delay ◽  
Constant Time ◽  
Sight Word ◽  
Sight Word Reading ◽  
Attentional Responses
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