Constant time delay to teach reading to students with intellectual disability and autism: a review

2021 ◽  
pp. 1-11
Author(s):  
Annemarie L. Horn ◽  
Jane Roitsch ◽  
Kimberly A. Murphy
Keyword(s):  
Intellectual Disability ◽  
Time Delay ◽  
Constant Time Delay ◽  
Constant Time

Teaching Listening Comprehension of Science e-Texts for Students With Moderate Intellectual Disability

2019 ◽  
Vol 35 (4) ◽  
pp. 272-285
Author(s):  
Leah Wood ◽  
Diane M. Browder ◽  
Fred Spooner
Keyword(s):  
Intellectual Disability ◽  
Time Delay ◽  
General Education ◽  
Classroom Environment ◽  
Functional Relation ◽  
Constant Time Delay ◽  
Read Aloud ◽  
Constant Time ◽  
Moderate Intellectual Disability ◽  
Treatment Package

This study examined the effects of a treatment package that combined technology-based supports and systematic instruction on the comprehension skills of elementary-aged students with moderate intellectual disability. Researchers used a multiple probe across participants design. Specifically, researchers examined the effects of constant time delay and a system of least prompts on both generating and answering questions about science electronic texts (e-texts) for student participants. A functional relation was demonstrated for both generating questions using an iPad and answering comprehension questions. All three students demonstrated an ability to correctly answer questions about an e-text read aloud via text-to-speech by either saying an answer from memory or independently searching the e-text and replaying the target text to find the correct answer. A functional relation also was demonstrated between constant time delay instruction and the points earned accurately generating questions using an iPad. Skills transferred to a third-grade general education classroom environment.

The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability

2016 ◽  
Vol 33 (3) ◽  
pp. 142-149 ◽  
Author(s):  
Robert Pennington ◽  
Allison Flick ◽  
Kendra Smith-Wehr
Keyword(s):  
Intellectual Disability ◽  
Time Delay ◽  
Delay System ◽  
Constant Time Delay ◽  
Intervention Package ◽  
Time Delay System ◽  
Moderate Intellectual Disability ◽  
System Of Least Prompts ◽  
Response Prompting ◽  
Multiple Probe

In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.

Using Constant Time Delay Procedures to Teach Multiplication Facts

1990 ◽  
Vol 11 (1) ◽  
pp. 54-59 ◽  
Author(s):  
Catherine Alig Cybriwsky ◽  
John W. Schuster
Keyword(s):  
Time Delay ◽  
Constant Time Delay ◽  
Constant Time ◽  
Multiplication Facts

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.

Near-constant time delay response of fiber grating Sagnac loop filters

2002 ◽  
Vol 14 (8) ◽  
pp. 1127-1129 ◽  
Author(s):  
Xuewen Shu ◽  
Donghui Zhao ◽  
Lin Zhang ◽  
K. Sugden ◽  
I. Bennion
Keyword(s):  
Time Delay ◽  
Constant Time Delay ◽  
Constant Time ◽  
Fiber Grating ◽  
Delay Response
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