Constant Time Delay to Teach Students with Intellectual Disability

Autor/inn/en	Horn, Annemarie L.; Gable, Robert A.; Bobzien, Jonna L.
Titel	Constant Time Delay to Teach Students with Intellectual Disability
Quelle	In: Preventing School Failure, 64 (2020) 1, S.89-97 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Horn, Annemarie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2019.1680946
Schlagwörter	Time Factors (Learning); Intervals; Teaching Methods; Students with Disabilities; Intellectual Disability; Mild Disabilities; Prompting; Instructional Effectiveness; Outcomes of Education; Guidelines + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Benutzerführung; Unterrichtserfolg; Lernleistung; Schulerfolg; Richtlinien
Abstract	We conducted a review of the literature on articles published between 1987 and 2017 on the application of constant time delay (CTD) as an instructional procedure to teach students with mild or moderate intellectual disability. An analysis of 18 empirical studies supported the effectiveness of the CTD procedure. Measures included acquisition, maintenance, and generalizability of student learning. Research suggests that CTD is an effective, near-errorless instructional procedure that promotes positive student outcomes across learning domains (e.g., academic, vocational, and domestic). The research reviewed documented the fact that CTD is more efficient, as measured by trials-to-criterion, when compared to other commonly used instructional practices. In conducting the present analysis, notable themes emerged and are discussed. Last, implications for future research to practice is provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01