Time Delay Procedure Research Articles

The Effectiveness of Augmented Reality Offered with Constant Time Delay Procedure in Teaching the Functions of Organs to Students with Intellectual Disabilities

Introduction: Science course allows student to follow scientific developments, understand and interpret the events that occur around them, and develop scientific process skills. Different methods are employed in teaching science to student childeren with intellectual disabilities. There has been a recent increase in technology-supported methods. One of the technology-supported methods is Augmented Reality. For this reason, the effectiveness of the augmented reality provided with the constant time delay procedure in teaching the functions of the organs to childeren with intellectual disabilities was investigated in the present study. The study was conducted in the individual education setting of a private special education and rehabilitation center. Method: Three students who had intellectual disabilities participated in the study. The multiple probe design with probe conditions. Phases across behaviors, which is one of the single-case research designs, was used in the study. Findings: According to the study results, it was found that all participants acquired the target behaviors successfully and the participants retained the behaviors they acquired after the teaching of organs and their functions ended and they were able to generalize the behaviors they acquired to different materials. Discussion: Based on the results of the study, it can be argued that the Augmented Reality offered with the Constant Time Delay Procedure is effective in teaching science subjects to childeren with intellectual disabilities. It can also be argued that the permanence of the acquired behaviors is high when students who have mental disabilities are taught science subjects by using Augmented Reality along with the Constant Time Delay Procedure. To generalize the results obtained in the present study, it may be suggested that the same practice be performed with other experimenters and different age groups. For the social validity of the study, the teachers of the participants expressed positive opinions about the Augmented Reality offered with target behaviors and Constant Time Delay Procedure.

Paraprofessionals’ Implementation of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs

Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained elementary classroom for students with high-intensity behavioral support needs. Each paraprofessional used constant time delay to support students’ learning to read grade-level sight and science words. Paraprofessionals also gathered maintenance and generalization sessions using individualized social stories created by the classroom teacher. Not only did the four student participants meet mastery of their personalized word sets but paraprofessionals also implemented all phases with high fidelity. We discuss limitations, implications for practice, and recommendations for future research.

Increasing the mand repertoire of a child with autism using a speech-generating device with a time-delay procedure: A practical case study.

Increasing the mand repertoire of a child with autism using a speech-generating device with a time-delay procedure: A practical case study.

Supplemental Material for Increasing the Mand Repertoire of a Child With Autism Using a Speech-Generating Device With a Time-Delay Procedure: A Practical Case Study

Supplemental Material for Increasing the Mand Repertoire of a Child With Autism Using a Speech-Generating Device With a Time-Delay Procedure: A Practical Case Study

The generalized impacts of systematic instruction strategy training on the instructional staff of a vocational training center

BACKGROUND: Vocational training centers improve outcomes for people with intellectual and developmental disabilities (IDD), but employment rates remain low. Additionally, vocational direct support professionals (DSPs) often lack the training to implement effective instruction and the administrative procedures needed for change. OBJECTIVE: This study examines the effect of behavioral skills training (BST) on the maintained procedural fidelity of evidence-based practice (EBP) instruction in direct support providers with clients who have moderate to extensive support needs (M-ESN). METHOD: Three instructor-identified EBPs for teaching individuals with IDD were selected for professional development (PD): most-to-least prompting, time delay procedures, and system of least prompts. Three single case multiple probe across behaviors experiments evaluated the efficacy of the researcher-delivered BST instruction model on trainee accuracy as assessed by trained center administrators. RESULTS: A functional relation between the BST instruction and generalized DSP implementation was indicated, despite challenges and limitations related to COVID-19. Social validity measures found the goals, procedures, and outcomes were socially significant, and the intervention was practical and effective. CONCLUSION: Practices in vocational training should reflect the high standards for systematic instruction in the K-12 setting. EPB BST training with administration progress monitoring can improve DSPs’ instruction with clients, thus improving learning outcomes for adults with M-ESN.

The Effectiveness of the Constant Time Delay Procedure in Teaching Reading and Writing with the Sound-Based Sentence Method

Introduction: The present study was planned since no practical study adapted for individuals with special needs (ISN) was found in teaching reading and writing with the sound-based sentence method (SBSM). There were few studies aimed at teaching reading and writing, and the skills targeted in these studies were limited. This study aimed to determine the effectiveness of the constant time delay procedure (CTDP) in teaching reading and writing with the sound-based sentence method to individuals with special needs. In addition to the said main purpose, the permanence of reading and writing skills and their generalizability across materials and persons were also examined. Moreover, the opinions of families and teachers of ISN were obtained to collect social validity data.Method: Three INS were included in this study. Of these, two were girls, and one was a boy, all aged seven. They attended the second grade as full-day co-teaching inclusive students and had not learned reading and writing. The study employed a multiple probe design across behaviors, one of the single-subject research designs. The study aimed to teach three behaviors and eighteen sub-behaviors, including six sub-behaviors in each behavior.Findings: The study showed that two participants acquired reading and writing skills in all the sub-behaviors (closed syllables, open syllables, three-letter monosyllables, three-letter two syllables, words, and sentences) of all three behaviors (syllables, words, and sentences consisting of e-l-a-k-i-n sounds, syllables, words, and sentences consisting of o-m-u-t-ü-y sounds, syllables, words, and sentences consisting of the combination of sounds in these two groups [e-l-a-k-i-n-o-m-u-t-ü-y]); that the skills they acquired were permanent; that they generalized these skills across persons and materials, while one participant acquired skills in the first three sub-behaviors (closed syllables, open syllables, three-letter monosyllables) only in the first behavior. Considering the social validity findings of the study, the participants’ families and primary school teachers expressed positive opinions about the study.Discussion: The findings obtained were discussed within the framework of the literature indicating the negative aspects of teaching reading and writing with the SBSM.

Otizmli Çocuklara Tipik Gelişen Akranlardan Oluşan Küçük Grup Öğretiminde Akademik Becerilerin Öğretimi

Introduction: In this study, pre-school aged children with autism were taught to answer verbally to five different questions about professions through the constant time delay procedure when presented in heterogeneous small group instruction in inclusive settings. The study also aimed to investigate skill maintenance, generalization and observational learning. Also it is observed that what kind of social interaction behaviors that children with autism learned from their peers without disabilities during the teaching of the targeted skills.Method: The participants of the study were three preschool children with autism and six of their peers without disabilities. Multiple probe design with probe trials across subjects was used in the study.Findings: Results showed that all participants learned target skills, generalized them across different settings and materials, and maintained the acquired skills one, two and four weeks after the study. Observational learning data showed that children with autism learned at least some of their peers’ target professions and social behaviors. Social comparison showed that the children with autism reached the same level of the performance with their peers. Social validity data collected from parents and teachers were positive in general.Discussion: The constant time delay procedure presented in a small group arrangement was found to be effective in teaching to answer verbally five different questions about professions. Similar results supporting these findings are available in the literature. It is thought that observational learning data are derived from target skills and student characteristics. Other points that need to be discussed are included in detail.

Using e-mail as performance feedback to teach paraprofessionals to implement constant time delay with braille words

Equipping paraprofessionals to implement evidence-based instructional practices with fidelity can enhance the education of students with visual impairments. We used a multiple probe across participants design to evaluate the ability of paraprofessionals to follow constant time delay procedures with high fidelity when teaching braille words. We delivered performance feedback by e-mail and examined student learning outcomes. All three paraprofessionals achieved 100% correct implementation of constant time delay and maintained this high level of implementation over time. All three students successfully learned the targeted words. The combination of the training and support with e-mail feedback was effective at equipping them to deliver an evidence-based practice. Paraprofessionals affirmed the social validity of the intervention and considered e-mail performance feedback as an easy-to-understand way of receiving much-needed guidance. E-mail feedback is a cost-effective and simple tool for providing constructive feedback, while also ensuring paraprofessionals deliver instruction with high fidelity.

Teaching American Government Content to Students with Developmental Disabilities Using Technology and Constant Time Delay

Instructional technology plays a role in supporting access to and meaningful participation in general education curriculum for students with developmental disabilities in inclusive classrooms. In this study, two 18-year-old students with developmental disabilities received technology-supported instruction to assist with learning the content in their co-taught American government class. Two interventionists (i.e., a special education teacher and a researcher) implemented video modeling and used constant time delay procedures to teach the pictorial sequencing of three social studies topics on an iPad®. As a secondary measure, students verbally explained the picture sequences. Researchers used a multiple probe design across behaviors and replicated across participants. Visual analysis indicated a functional relation between the use of the intervention and the number of correctly sequenced pictures. Limitations and implications for practice are discussed.

Supporting Preservice Teachers to Implement Systematic Instruction Through Video Review, Reflection, and Performance Feedback

Eleven preservice teachers in a dual early childhood/early childhood special education teacher education program participated in a case study to determine the effects of a professional development intervention on use of an evidence-based practice (EBP). The intervention included training, practice, planning, video self-reflection, and group feedback to support implementation of constant time delay procedures with children in early childhood special education settings. After participating in the intervention, the majority of participants implemented the practice with fidelity. Implications for teacher education are discussed.

The effect of instructional set size on learning efficiency

ABSTRACT Research has found that factors such as content, prompts, and individual motivational differences affect instructional effectiveness. While instructional effectiveness is acritical outcome variable, the limited availability of instructional time results in instructional efficiency being acritical consideration. This study evaluated whether varying instructional set sizes (i.e. the number of unknown items taught within a specified period of time) produced differential learning. Instruction was provided on arbitrary number–word relationships. Response to learning sets was studied using a within-participants experimental design. This study differs from prior research by examining set size for the commonly used constant time delay procedure. The results suggested that, for the majority of students, learning five novel items at a time was less efficient than one of the larger sets of unknown items. Additionally, participants demonstrated individual differences in learning rates. The implications of these findings for instructional presentation and intervention efficiency are discussed.

A comparison of prompting methods to teach sight words to students with autism spectrum disorder

Time delay procedures are one of the most commonly used and effective strategies for teaching sight words to learners with disabilities. However, less is known about whether they are differentially effective and efficient with learners. This study compared the effectiveness and efficiency of progressive time delay and simultaneous prompting on sight word acquisition among three learners with autism spectrum disorder using an adapted alternating treatments design across word sets. For two participants, both procedures led to skill acquisition with no clear differences in efficiency. For the remaining participant, neither procedure was effective; therefore, the reading task was changed to a receptive one, and a stimulus fading intervention package was implemented.

Providing Small Group Instruction to Children With Disabilities and Same-Age Peers

Small group instruction in classrooms provides children opportunities to collaborate on academic tasks, as well as opportunities for social interactions. Although such arrangements are common for children with typical development, children with moderate to severe disabilities (MSD) may receive few or no opportunities to participate meaningfully in small group instruction with same-age peers with typical development. The purpose of this study was to evaluate the use of a progressive time delay procedure for teaching children with MSD (autism spectrum disorder and/or intellectual disability) and those with typical social development, but at-risk for academic failure, to name sight words during small group instruction. In addition, children had multiple opportunities per session to provide tokens to peers, praise peers for correct responses, and initiate conversations and respond to a peer’s conversation initiations. Results indicated that children with and without disabilities can learn to name sight words, as well as learn to initiate conversation when tokens include pictures or photographs of each child’s preferred items or activities. Implications for teachers and future studies are provided.

فعالیة استخدام إجراء التأخیر الزمنی المتدرج فی إکساب مهارة قراءة بعض الکلمات الوظیفیة للتلمیذات ذوات الإعاقة الفکریة البسیطة والمتوسطة (دراســـــة مقـــارنــــة) The Efficiency of Using Progressive Time Delay Procedure (PTD) in Teaching Reading Skill of Some Functional Words to Female Students of Mild and Moderate Intellectual Disabilities ( A Compara

هدفت الدراسة الحالية إلى التعرف على فاعلية استخدام إجراء التأخير الزمني المتدرج في إکساب مهارة قراءة بعض الکلمات الوظيفية للتلميذات ذوات الإعاقة الفکرية البسيطة والمتوسطة، إضافة إلى احتفاظهن بالکلمات المکتسبة، وتعميمهن لها، وأخيرا المقارنة بين الفئتين التلميذات من حيث عدد محاولات اکتساب المهارة، الفترة الزمنية المستغرقة لاکتسابها، ونسبة الأخطاء . تکونت عينة الدراسة من (6) تلميذات ملتحقات بمعهد التربية الفکرية بشرق الرياض، وقد تم تقسيمهن إلى مجموعتين، وتدريبهن على قراءة بعض الکلمات الوظيفية باستخدام إجراء التأخير الزمني المتدرج، وقد استخدمت هذه الدراسة المنهج التجريبي. أظهرت نتائج الدراسة فعالية إجراء التأخير الزمني المتدرج، حيث اکتسبت تلميذات المجموعة الأولى مهارة قراءة بعض الکلمات الوظيفية بها بنسبة نجاح (100%). وتعميمها في المواقف الأخرى بنسبة نجاح تتراوح ما بين (89% - 100%). کذلک ظهرت اکتسبت تلميذات المجموعة الثانية مهارة قراءة بعض الکلمات الوظيفية واحتفظن بها بنسبة نجاح (100%)، وتعميمها في المواقف الأخرى بنسبة نجاح تتراوح ما بين (72% - 100%). توصلت نتائج الدراسة باستخدام إجراء التأخير الزمني المتدرج إلى أنه توجد فروق لا تذکر بين المجموعتين (فئة الإعاقة الفکرية البسيطة، وفئة الإعاقة الفکرية المتوسطة) من حيث عدد المحاولات، الفترة الزمنية المستغرقة لاکتساب المهارة، وتدني نسب الأخطاء The present study aimed to determine Progressive Time Delay (PTD) procedure efficiency in teaching reading skill of some functional to female students with mild and moderate intellectual disabilities. The efficiency of this procedure was also studied maintenance and generalization of acquired words. A comparison was also drawn between mild and moderate intellectual disabilities female students in terms of number of attempts to acquire skill, time span of acquiring skill and error percentage. The study employed single subject method in determining these factors. The study sample comprised (6) female students enrolled in intellectual Education Institute in Eastern Riyadh. It was subdivided into two groups; first one contained (3) students who had mild intellectual disabilities; while second contained (3) students who had moderate intellectual disabilities. The students of both groups were trained on reading some functional using Progressive Time Delay procedure. The study revealed efficiency of PTD procedure in teaching students of both groups the skill of reading functional words in addition to their ability to maintain acquired and generalize them to other situations. The study also revealed that there were no significant differences between two groups (the mild and moderate mentally retarded) in terms of number of attempts, time span used to acquire skill and low number of errors.

An Instructional Package for Teaching Geometric Shapes to Elementary Students with Moderate Intellectual Disability

In this study, we used an instructional package consisting of a constant time delay procedure with multiple exemplars to teach five elementary students with moderate intellectual disability to identify geometric shapes listed in their state’s core content standards and included on their state’s alternate assessment. In addition, we included four pieces of nontargeted information (i.e., identification of shape words, spelling of shape words, number of sides on shapes, and number of angles in shapes) as instructive feedback in each trial. The students acquired identification of the targeted shapes. They also demonstrated high degrees of maintenance and generalization to novel exemplars. In addition, they acquired the majority of the nontargeted information.

Re-visiting transition-based teaching: Impact of pre-service teacher's implementation on child outcomes

Present study investigated impact of pre-service teachers’ implementation of a constant time delay procedure within the framework of transition-based teaching on teaching pre-academic skills to three preschool children with developmental delays during transitions in inclusive classrooms. A multiple probe design across behaviors replicated across three children was used. Results indicated pre-service teachers could implement transition-based teaching with very high fidelity following a brief training session; pre-service teachers’ implementation of transition-based teaching resulted in acquisition of pre-academic skills by all three participating children with developmental delays; children generalized the pre-academic skills they learned to other teachers, settings, and materials; and they maintained high levels of correct responding during the follow-up sessions. Moreover, pre-service and preschool teachers found transition-based teaching acceptable and effective. Directions for future research and practice are discussed.

Using Progressive Time Delay to Increase Levels of Peer Imitation During Sculpting Play.

A multiple probe across participants with an embedded withdrawal single case research design was used to examine the effectiveness of a progressive time delay (PTD) procedure to teach preschoolers with disabilities to imitate their peers during a sculpting play activity. Data indicated the presence of a functional relation between the use of PTD and contingent reinforcement on increased levels of peer imitation across participants; levels also decreased when PTD was withdrawn, although not to baseline levels. Overall levels of peer imitation had a greater magnitude of change than demonstrated in previous research.

Teaching two children with autism spectrum disorder to use a speech-generating device

ABSTRACTMany children with autism spectrum disorder have minimal speech and are therefore candidates for learning to use speech-generating devices. Previous research has mainly focused on teaching children to use speech-generating devices to request preferred objects. While this is an important communication function, it would seem equally important for children to learn other communication functions, such as learning to reject non-preferred objects and learning to request breaks from non-preferred activities. The purpose of the present study was to evaluate procedures for teaching two children with autism spectrum disorder to use speech-generating devices for these different communication functions. The first child was taught to request preferred foods and reject non-preferred foods. The second child was taught to request a preferred toy and request a break from learning activities. Intervention involved creating opportunities for communication and then applying time delay, graduated guidance, and contingent reinforcement procedures. With intervention, both children learned to use the speech-generating device to perform their two respective communication responses. The results suggest a promising approach for teaching multifunction use of speech-generating devices to children with autism spectrum disorder.

Improving Early Reading Skills in Young Children Through an iPad App

This study evaluated the effectiveness of using a researcher-developed iPad app with a 0- to 5-s constant time delay procedure to improve phonological awareness skills of young children with mild developmental delays in a small-group arrangement in a rural public elementary school in Southwest United States. The study was conducted using a multiple-probe design across three target phonemes and replicated with three young children. Results indicated all children not only improved their performance on their target phonemes but also learned some of their peers’ target phonemes through observational learning. Implications for using tablet computers in a small-group arrangement are discussed.

English

The general purpose of the present study is to determine the relationship between direct and indirect preference assessments of individuals with severe and multiple disabilities (SMD) and the relationship between the direct preference assessments (single-stimulus, paired-stimulus, and multiple-stimulus) as applied to individuals with SMD, and to find whether it is effective to teach the skill of choice making among photographs through the constant time-delay procedure. The study group was composed of three boys aged 9 years and a 7-year old girl residing at Bolu Province who were diagnosed with severe disability; that is, a total of four subjects and their primary caregivers. The study had two phases. During the first phase, the relation between the preference assessments was investigated. There was a highly positive relationship between both the direct and indirect preference assessments and at the same time between the directly applied preference assessments based on single-stimulus, paired-stimulus, and multiple-stimulus-without-replacement. The second phase included teaching choice-making skills. It was seen that teaching through the constant time-delay procedure was effective in teaching the choice-making skill and that the participants preserved the choice-making skill 1, 3, and 4 weeks after the completion of teaching and generalized it to their primary caregivers. Key words: Severe and multiple disabilities, individuals with severe and multiple disabilities, choice-making, choice-making skills, teaching of choice-making skills, preference assessment.