A 5-s constant time delay procedure with picture and word recipe cards was used to teach drink preparation to five intermediate-aged elementary students enrolled in a classroom for students with moderate mental handicaps. A multiple probe design was used to evaluate the effectiveness of the procedure. Results indicated that the procedure was effective in teaching all students how to complete the task with the use of the recipe. When follow-up measures were collected up to 12 months after the completion of the study, students maintained the recipe following skill with at least 81% accuracy. The percentage of errors across students ranged from 1-16%.
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