A Comparison of Constant Time Delay and Simultaneous Prompting Within Embedded Instruction on Teaching Leisure Skills to Children With Autism

2008 ◽  
Vol 28 (1) ◽  
pp. 53-64 ◽  
Author(s):  
Onur Kurt ◽  
Elif Tekin-Iftar
2015 ◽  
Vol 32 (2) ◽  
pp. 102-113 ◽  
Author(s):  
Nicole Scott Britton ◽  
Belva C. Collins ◽  
Melinda Jones Ault ◽  
Margaret E. Bausch

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.


2008 ◽  
Vol 2 (4) ◽  
pp. 753-765 ◽  
Author(s):  
Doris Soluaga ◽  
Justin B. Leaf ◽  
Mitchell Taubman ◽  
John McEachin ◽  
Ron Leaf

2011 ◽  
Vol 20 (3) ◽  
pp. 182-202 ◽  
Author(s):  
Kenneth David Head ◽  
Belva C. Collins ◽  
John W. Schuster ◽  
Melinda Jones Ault

1990 ◽  
Vol 11 (1) ◽  
pp. 54-59 ◽  
Author(s):  
Catherine Alig Cybriwsky ◽  
John W. Schuster

1990 ◽  
Vol 1 (2) ◽  
pp. 81-96 ◽  
Author(s):  
David L. Gast ◽  
Mark Wolery ◽  
Lowry L. Morris ◽  
Patricia Munson Doyle ◽  
Stacie Meyer

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