Computer-Assisted Constant Time Delay Prompting to Teach Abbreviation Spelling to Adolescents with Mild Learning Disabilities

Abstract

An investigation of a computer-assisted instructional (CAI) program employing the constant time delay prompting procedure to teach spelling of abbreviations was performed with students with mild learning disabilities. A single case multiple probe design was used to evaluate changes in student performance. Four adolescents served as subjects. Results indicated that the CAI program was effective in teaching the abbreviations with training generalizing to hand written performance in a special and general education setting. Further, the CAI program promoted fluent spelling (rate and accuracy) of the target abbreviations.