Data Collection and Graphing Method for Teaching Chained Tasks with the Constant Time Delay Procedure

A constant time delay procedure was used to teach written spelling to an 11-year-old, school-labeled LD youngster who had severe spelling deficits. The time delay procedure is a near errorless instructional method that transfers stimulus control from a controlling stimulus (a prompt that signals the correct response) to a new stimulus (a target response). As a result of a 5-second constant delay procedure the student acquired, maintained, and generalized 15 spelling words. The procedure is easy to implement, requires little teacher preparation time, and results in a low student error rate. In the absence of published time delay research with LD individuals, the results are encouraging. Based on our findings, the time delay procedure is a viable alternative for LD students who have not benefited from traditional instructional procedures. Since the results of this study and those in the unpublished literature indicate that the time delay procedure is effective, further examination with other LD students is warranted.

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The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-school Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement

Educational Sciences Theory & Practice ◽

10.12738/estp.2014.2.1976 ◽

2014 ◽

Cited By ~ 4

Author(s):

Ozgul ALDEMIR ◽

◽

Oguz GURSEL

Keyword(s):

Time Delay ◽

Developmental Disabilities ◽

Small Group ◽

Academic Skills ◽

Constant Time Delay ◽

Constant Time ◽

Small Group Teaching ◽

Delay Procedure ◽

Children With Developmental Disabilities

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Teaching Preschool Children with Disabilities to Respond to the Lures of Strangers

Council review ◽

10.1177/001440299305900403 ◽

1993 ◽

Vol 59 (4) ◽

pp. 301-311 ◽

Cited By ~ 35

Author(s):

David L. Gast ◽

Belva C. Collins ◽

Mark Wolery ◽

Rebecca Jones

Keyword(s):

Preschool Children ◽

Time Delay ◽

Correct Response ◽

Children With Disabilities ◽

Constant Time Delay ◽

Constant Time ◽

Training Site ◽

Delay Procedure ◽

Multiple Exemplars

An investigation was conducted to determine the effectiveness of a constant-time-delay procedure used in combination with multiple exemplars of strangers, lures, and sites to teach a generalized response to the lures of strangers to four preschool children with disabilities. Although the correct response was quickly acquired in the training site, the response failed to generalize to the probe sites until training was conducted in vivo. Instruction in vivo resulted in acquisition, maintenance, and generalization of the response to strangers' lures. Generalization occurred across probes with novel exemplars of lures, strangers, and sites.

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Using the Constant Time Delay Procedure to Teach Task-Analyzed Gross Motor Skills to Individuals with Severe Intellectual Disabilities

Adapted Physical Activity Quarterly ◽

10.1123/apaq.11.4.347 ◽

1994 ◽

Vol 11 (4) ◽

pp. 347-358 ◽

Cited By ~ 5

Author(s):

Jiabei Zhang ◽

Michael Horvat ◽

David L. Gast

Keyword(s):

Time Delay ◽

Intellectual Disabilities ◽

Motor Skills ◽

Constant Time Delay ◽

Constant Time ◽

Fine Motor ◽

Gross Motor ◽

Gross Motor Skills ◽

Delay Procedure ◽

Severe Intellectual Disabilities

It is imperative that teachers utilize effective and efficient instructional strategies to teach task-analyzed gross motor skills in physical education activities to individuals with severe disabilities. The purpose of this paper is to describe the constant time delay procedure, which has been shown to be effective in teaching task-analyzed fine motor skills in daily living and safety activities. In this article, guidelines are presented for teaching task-analyzed gross motor skills to individuals with severe intellectual disabilities. These guidelines are based on a review of the constant time delay procedure reported in the special education literature and current research being conducted by the authors.

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