Constant time delay procedures were used to teach multiplication facts to an elementary-age student with both mild learning handicaps and behavioral disorders. Fifteen facts were learned in approximately I hour of instruction. The student maintained correct levels of responding and generalized the responses across persons, settings, and skills up to 8 weeks after training was completed. The procedure was easy to implement, required little teacher preparation time, and resulted in a low percentage of student errors (2.8%). These findings extend the uses of constant time delay procedures in the research literature to a new student population (behaviorally disordered) and to a different content area (mathematics).
Get full access to this article
View all access options for this article.
References
1.
Ault, M.J., Gast, D.L., & Wolery, M. (1988). Comparison of progressive and constant time-delay procedures in teaching community-sign word reading. American Journal of Mental Retardation, 93, 44–56.
2.
Bennett, D.L., Gast, D.L., Wolery, M., & Schuster, J.W. (1986). Time delay and the system of least prompts: A comparison in teaching manual sign production. Education and Training of the Mentally Retarded, 21, 117–129.
3.
Browder, D.M., Hines, C., McCarthy, L.J., & Fees, J. (1984). A treatment package for increasing sight word recognition for use in daily living skills. Education and Training of the Mentally Retarded, 19, 191–200.
4.
Connolly, A., Nachtman, W., & Pritchett, E. (1971). Manual for the Key Math Arithmetic Test. Circle Pines, MN: American Guidance Service.
5.
Doyle, P.M., Wolery, M., Gast, D.L., Ault, M.J., & Wiley, K. (in press). Comparison of constant time delay and the system of least prompts in teaching preschoolers with developmental delays. Research and Intervention in Developmental Disabilities.
6.
Handen, B.L., & Zane, T. (1987). Delayed prompting: A review of procedural variations and results. Research in Developmental Disabilities, 8, 307–330.
7.
Kinney, P.G., Stevens, K.B., & Schuster, J.W. (1988). The effects of CAI and time delay: A systematic program for teaching spelling. Journal of Special Education Technology, 2, 61–72.
8.
Kleinert, H.L., & Gast, D.L. (1982). Teaching a multihandicapped adult manual signs using a constant time delay procedure. Journal of the Association for Persons with Severe Handicaps, 6(4), 25–32.
9.
Precious, C.J. (1987). Efficiency study of two procedures: Constant and progressive time delay in teaching oral sight word reading. Unpublished master's thesis, University of Kentucky, Lexington.
10.
Schuster, J.W., Gast, D.L., Wolery, M., & Guiltinan, S. (1988). The use of constant time delay in teaching chained tasks to adolescents with mental retardation. Journal of Applied Behavior Analysis, 21, 169–178.
11.
Schuster, J.W., Stevens, K.B., & Kirk, P. (1989). Using constant time delay to teach word definitions. Manuscript submitted for publication.
12.
Snell, M.E., & Gast, D.L. (1981). Applying time delay procedures to the instruction of the severely handicapped. Journal of the Association for Persons with Severe Handicaps, 6(3), 3–14.
13.
Stevens, K.B., & Schuster, J.W. (1987). Effects of a constant time delay procedure on the written spelling performance of a learning disabled student. Learning Disability Quarterly, 10, 9–16.
14.
Stevens, K.B., & Schuster, J.W. (1988). Time delay: Systematic instruction for academic tasks. Remedial and Special Education, 9(5), 16–21.
15.
Tawney, J.W., & Gast, D.L. (1984). Single subject research in special education. Columbus, OH: Merrill.
16.
Touchette, P. (1971). Transfer of stimulus control: Measuring the moment of transfer. Journal of Experimental Analysis of Behavior, 15, 347–354.
17.
Wechsler, D. (1974). Wechsler intelligence scale for children-Revised. New York: Psychological Corp.
18.
Wolery, M., Ault, M.J., Doyle, P.M., & Gast, D.L. (1986). Comparison of instructional strategies: A literature review. Unpublished manuscript, University of Kentucky, Lexington.
19.
Wolery, M., & Gast, D.L. (1982). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Childhood Special Education, 4(3), 52–77.
20.
Wolery, M., Gast, D.L., Kirk, K., & Schuster, J.W. (1988). Fading extra-stimulus prompts with autistic children using time delay. Education and Treatment of Children, 11, 29–44.
