Learning to Effectively Implement Constant Time Delay Procedures to Teach Spelling

This study examined the effectiveness of a training procedure designed to teach a special education resource teacher the constant time delay procedures. In addition, the study examined the effectiveness of constant time delay procedures in teaching written spelling words to one 12-year-old male student with a learning disability. A multiple-probe design across behaviors was used to demonstrate the functional relationship between the time delay procedure and the student acquiring, maintaining, and generalizing 15 spelling words. The investigation specifically sought to address teacher-training issues related to instructional procedures, student acquisition, maintenance, and generalization. The teacher successfully implemented the procedure with 100% treatment integrity and the student learned to spell all 15 spelling words.

Download Full-text

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

Council review ◽

10.1177/001440299205800408 ◽

1992 ◽

Vol 58 (4) ◽

pp. 357-368 ◽

Cited By ~ 23

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.

Download Full-text

Effects of a Constant Time Delay Procedure on the Written Spelling Performance of a Learning Disabled Student

Learning Disability Quarterly ◽

10.2307/1510750 ◽

1987 ◽

Vol 10 (1) ◽

pp. 9-16 ◽

Cited By ~ 28

Author(s):

Kay B. Stevens ◽

John W. Schuster

Keyword(s):

Time Delay ◽

Learning Disabled ◽

Constant Time Delay ◽

Constant Time ◽

Target Response ◽

Preparation Time ◽

Delay Procedure ◽

Spelling Performance ◽

Instructional Procedures ◽

Student Error

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.

Download Full-text

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

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357616673568 ◽

2016 ◽

Vol 33 (3) ◽

pp. 142-149 ◽

Cited By ~ 9

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.

Download Full-text

Using Constant Time Delay Procedures to Teach Multiplication Facts

Remedial and Special Education ◽

10.1177/074193259001100108 ◽

1990 ◽

Vol 11 (1) ◽

pp. 54-59 ◽

Cited By ~ 29

Author(s):

Catherine Alig Cybriwsky ◽

John W. Schuster

Keyword(s):

Time Delay ◽

Constant Time Delay ◽

Constant Time ◽

Multiplication Facts

Download Full-text

Teaching sight word reading in a group instructional arrangement using constant time delay

Exceptionality ◽

10.1080/09362839009524745 ◽

1990 ◽

Vol 1 (2) ◽

pp. 81-96 ◽

Cited By ~ 31

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

Download Full-text

Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x1711100104 ◽

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.

Download Full-text