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.

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

scholarly journals Using e-mail as performance feedback to teach paraprofessionals to implement constant time delay with braille words

2021 ◽  
pp. 026461962110293
Author(s):  
Carlie R. Rhoads ◽  
Erik W. Carter
Keyword(s):  
Time Delay ◽  
Performance Feedback ◽  
Cost Effective ◽  
Constant Time Delay ◽  
Constant Time ◽  
Evidence Based ◽  
High Fidelity ◽  
Constructive Feedback ◽  
High Level ◽  
E Mail

Equipping paraprofessionals to implement evidence-based instructional practices with fidelity can enhance the education of students with visual impairments. We used a multiple probe across participants design to evaluate the ability of paraprofessionals to follow constant time delay procedures with high fidelity when teaching braille words. We delivered performance feedback by e-mail and examined student learning outcomes. All three paraprofessionals achieved 100% correct implementation of constant time delay and maintained this high level of implementation over time. All three students successfully learned the targeted words. The combination of the training and support with e-mail feedback was effective at equipping them to deliver an evidence-based practice. Paraprofessionals affirmed the social validity of the intervention and considered e-mail performance feedback as an easy-to-understand way of receiving much-needed guidance. E-mail feedback is a cost-effective and simple tool for providing constructive feedback, while also ensuring paraprofessionals deliver instruction with high fidelity.

Efficacy of Video Modeling and Brief Coaching on Teacher Implementation of an Evidence-Based Practice for Students With Severe Disabilities

2018 ◽  
Vol 33 (4) ◽  
pp. 259-269 ◽  
Author(s):  
Matthew E. Brock ◽  
Rachel L. Seaman ◽  
Andrea L. Gatsch
Keyword(s):  
Professional Development ◽  
Time Delay ◽  
Video Modeling ◽  
Severe Disabilities ◽  
Constant Time Delay ◽  
Constant Time ◽  
Evidence Based ◽  
Student Progress ◽  
Students With Severe Disabilities ◽  
The Impact

Effective professional development strategies are needed to enable special educators to provide evidence-based instruction and support to students with severe disabilities. In this single-case design study, we measured the efficacy of video modeling and brief coaching to enable three elementary special education teachers to implement constant time delay and the impact of their implementation on student progress toward individualized goals. After receiving professional development, all three teachers implemented constant time delay with fidelity and promoted student progress on individualized goals. Teachers were able to identify and correct some of their own implementation errors by revisiting video models after attempting implementation. Teachers reported positive perceptions of the professional development model. We provide recommendations for how video modeling and brief coaching can be used in tandem to promote effective implementation of evidence-based practices.

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

Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure

2015 ◽  
Vol 32 (2) ◽  
pp. 102-113 ◽  
Author(s):  
Nicole Scott Britton ◽  
Belva C. Collins ◽  
Melinda Jones Ault ◽  
Margaret E. Bausch
Keyword(s):  
Time Delay ◽  
Classroom Teacher ◽  
Constant Time Delay ◽  
Constant Time ◽  
Support Personnel ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Core Content ◽  
Peer Tutor ◽  
High Degree

Within the context of a multiple baseline design, the researchers in this investigation used a constant time delay (CTD) procedure to teach two classroom support personnel (i.e., paraprofessional, peer tutor) to use a simultaneous prompting (SP) procedure when teaching a high school student with a moderate intellectual disability to (a) identify words from science core content, (b) identify words from social studies core content, (c) make Kool-Aid, and (d) alphabetize last names by their first letters. The classroom teacher implemented the CTD procedure with a high degree of fidelity, the paraprofessional and the peer tutor implemented the SP procedure with high levels of fidelity, and the student increased his ability to perform the targeted skills.

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.

Psychometric Testing of the Health Care Evidence-Based Practice Assessment Tool

2015 ◽  
Vol 23 (3) ◽  
pp. 485-498
Author(s):  
Martha R. Sleutel ◽  
Celestina Barbosa-Leiker ◽  
Marian Wilson
Keyword(s):  
Health Care ◽  
Content Validity ◽  
Assessment Tool ◽  
Evidence Based Practice ◽  
Factor Model ◽  
Psychometric Testing ◽  
Evidence Based ◽  
Validity And Reliability ◽  
Health Care Outcomes ◽  
Optimal Health

Background and Purpose: Evidence-based practice (EBP) is essential to optimal health care outcomes. Interventions to improve use of evidence depend on accurate assessments from reliable, valid, and user-friendly tools. This study reports psychometric analyses from a modified version of a widely used EBP questionnaire, the information literacy for nursing practice (ILNP). Methods: After content validity assessments by nurse researchers, a convenience sam ple of 2,439 nurses completed the revised 23-item questionnaire. We examined internal consistency and used factor analyses to assess the factor structure. Results: A modified 4-factor model demonstrated adequate fit to the data. Cronbach’s alpha was .80–.92 for the subscales. Conclusions: The shortened ILNP (renamed Healthcare EBP Assessment Tool or HEAT) demonstrated adequate content validity, construct validity, and reliability.

Sign in / Sign up

Export Citation Format

Share Document