Abstract
The purpose of this study was to evaluate the effectiveness of using a constant time delay procedure to teach foundational swimming skills to three children with autism. The skills included flutter kick, front-crawl arm strokes, and head turns to the side. A multiple-probe design across behaviors and replicated across participants was used. Results of the study indicated that the constant time delay procedure was effective in teaching foundational swimming skills to the three children. Implications for future research and practice are presented.
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