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.

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.

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.

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

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

Small-Group Instruction for Students with Learning Disabilities: Observational and Incidental Learning

1992 ◽  
Vol 58 (4) ◽  
pp. 357-368 ◽  
Author(s):  
Marie C. Keel ◽  
David L. Gast
Keyword(s):  
Learning Disabilities ◽  
Time Delay ◽  
Small Group ◽  
Incidental Learning ◽  
Constant Time Delay ◽  
Constant Time ◽  
Probe Design ◽  
Group Instruction ◽  
Students With Learning Disabilities ◽  
Fifth Grade Students

This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages.

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