Constant time delay with discrete responses: A review of effectiveness and demographic, procedural, and methodological parameters☆
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Teaching skill acquisition to individuals with blindness: A systematic review of response-prompting procedures
2014, International Review of Research in Developmental DisabilitiesCitation Excerpt :However, the delay interval was comparable across these sets of studies (i.e., on average 4 s). In terms of efficiency, PTD may require less instructional time to reach mastery than CTD, but CTD may result in learning that maintains longer (Schuster et al., 1998; Wolery et al., 1992). Additionally, CTD is a simpler procedure, which may make training professional staff easier and lead to higher fidelity of implementation (Schuster et al., 1998).
Comparison of Simultaneous Prompting to Most-to-Least Prompting via Direct Telehealth for Teaching Individuals Diagnosed with Autism Spectrum Disorder
2023, Education and Training in Autism and Developmental DisabilitiesA Behavior Analyst’s Guide to Supervising Fieldwork
2023, A Behavior Analyst’s Guide to Supervising FieldworkSystematic Review of Time Delay Instruction for Teaching Young Children
2023, Journal of Early InterventionA Comparison of Variations of Prompt Delay During Instruction on an Expressive Labeling Task
2022, Journal of Behavioral EducationProgress in hydrogeochemical study of Karst Critical Zone: A critical review
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Preparation of this manuscript was supported by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Field-Initiated Research Program (Grant Numbers G008730215 and H0023C90120). However, the opinions expressed do not necessarily reflect the policy of the U.S. Department of Education, and no official endorsement should be inferred.
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The authors are grateful for the assistance provided by Dr. Donald P. Cross, Chairperson, Department of Special Education, University of Kentucky.