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Because constant time delay is an evidence-based practice for teaching students with disabilities to recognize print words, researchers and practitioners should explore the use of constant time delay to teach braille word recognition.
Most of the research on constant time delay and embedded instruction has involved acquisition of two or more behaviors with at least five trials per behavior per lesson.
Two typically utilized time delay procedures are constant time delay and progressive time delay procedures (Walker, 2008).
Of these 22 experiments, 11 (50%) of the experiments employed a constant time delay procedure and 10 (44.
In this investigation, the special education teacher selected a constant time delay procedure because it has been an effective procedure for peer tutors to use to teach sight words to students with disabilities (Koury & Browder, 1986) and because it was a procedure she typically used in her classroom.
Constant time delay (CTD) is a response prompting procedure that has an extensive research base in which the majority of studies have been conducted in a one-to-one setting.
Constant time delay and the system of least prompts were found to have strong effect sizes, although these were not significantly different from studies that did not use these two strategies.
Constant time delay was used to teach the students in the grocery store, and classroom-based training consisted of a storyboard activity.