We reviewed twelve studies that used the constant time delay (CTD) procedure to teach chained tasks to individuals with developmental disabilities from years 1996 -2006. Variables analyzed include types of tasks that have been taught with the procedure, how effective CTD has been in teaching participants, and whether researchers have investigated maintenance, generalization, and social validity variables. Results across studies indicate that CTD is an effective strategy for teaching chained tasks to individuals with developmental disabilities including food preparation, purchasing skills, and leisure skills. Furthermore, the generalization data indicated that skills learned through CTD procedure generalized across settings, materials, and persons. Implications for practitioners and future researchers are discussed.
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