Students labeled mildly handicapped often fail to memorize and retain information such as math facts, sight words, and spellings when taught by traditional instructional procedures. Time delay, a nearly errorless instructional procedure, has been effective in teaching these behaviors to a variety of students. This article reviews the time delay procedure and its application with mildly handicapped students. The procedure is outlined and data collection techniques are specified. Considerations for using time delay with learning disabled students are also discussed.
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