Effectiveness of Constant Time Delay on Teaching Snack and Drink Preparation Skills to Children with Mental Retardation

Abstract

A multiple probe design with probe conditions across behaviors was used to evaluate effectiveness of constant time delay on teaching snack and drink preparation skills to children with mental retardation. In addition, generalization effects across settings, time, and materials, and maintenance effects were examined. Three students between the ages of 14 and 17 enrolled in a special education classroom served as subjects. Distributed trial format was used in the probe, maintenance, and generalization sessions to assess target behaviors. Results indicated that constant time delay was effective in teaching subjects to make a sandwich, to prepare a hot drink, and to serve these foods and drinks.