A 5-second constant time delay procedure was used to teach three students with mild learning handicaps 10 word definitions from their learning and behavior disordered (LBD) resource room reading series. All students learned the 10 targeted definitions in eight to nine sessions. Maintenance sessions conducted 6, 10, and 14 weeks after training revealed that all students maintained correct levels of responding. In addition, students generalized the newly acquired information across two skills not directly trained: reading the targeted word and providing the correct verbal label after hearing the targeted definition. Overall, the constant time delay procedure resulted in minimal teacher preparation time, brief instructional sessions, and a low percentage of errors.
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