Acquisition of incidental information during instruction for a response-chain skill

The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-school Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement

“…The findings of the study had similarities with other studies investigating the effectiveness of the constant time delay procedure applied to the small-group teaching arrangement (Campbell & Mechling, 2009;Falkenstine et al, 2009;Ledford et al, 2008;Ross & Stevens, 2003;Schoen & Ogden, 1995;Stonecipher et al, 1999;Wall & Gast, 1999;Wolery et al, 1991).…”

“…In those studies, teaching skills such as pronouncing letters, telling the time, recognizing art and geography terms, reading functional words, writing the spelling of dictated words, gift packaging, preparing drinks, cleaning, folding clothes, and preparing envelopes was examined. These studies confirmed that teaching both discrete tasks and chained skills within a small-group arrangement is effectively taught using the constant time delay procedure (Campbell & Mechling, 2009;Falkenstine, Collins, Schuster, & Kleinert, 2009;Ledford et al, 2008;Ross & Stevens, 2003;Schoen & Ogden, 1995;Stonecipher, Schuster, Collins & Grisham-Brown, 1999;Wall & Gast, 1999;Wolery, Ault, Gast, Doyle, & Griffen, 1991). In the studies conducted for small group teaching arrangements, all groups can be taught either the same skills or different skills as well (Collins et al, 1991;Fickel, Schuster, & Collins, 1998).…”

“…The constant time delay procedure is one of the nearerrorless teaching strategies used to teach discrete tasks and chained skills to children with different ages and disabilities (Kırcaali-İftar, Ergenekon, & Uysal, 2008;Roark, Collins, Hemmeter, & Kleinert, 2002;Rogers, Hemmeter, & Wolery, 2010;Yıldırım & Tekin-İftar, 2004). In literature, there are some findings which indicate how effective the constant time delay procedure can be when used with different teaching arrangements such as one-to-one teaching (Bozkurt & Gürsel, 2005;Kırcaali-İftar et al, 2008;Koscinski & Gast, 1993) and small-group teaching (Campbell & Mechling, 2009;Ross & Stevens, 2003;Wall & Gast, 1999).…”

Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning

“…Research supports learning by students with moderate intellectual disabilities in a small group arrangement (Gast & Winterling, 1992;Hall, Schuster, Wolery, Gast, & Doyle, 1992;Wall & Gast, 1999;Werts, Wolery, Holcombe, & Gast, 1995; and learning through observation (Fickel, Schuster, & Collins, 1998;Griffen, Wolery, & Schuster, 1992;Whalen, Schuster, & Hemmeter, 1996;Wolery, Ault, Gast, Doyle, & Griffen, 1991), when careful attention is paid to such factors as group size, age and entry skills of group members, tasks to be taught, group arrangement, and instructional procedure (Collins, Gast, Ault, & Wolery, 1991).…”

Handbook of Intellectual and Developmental Disabilities

“…Using a multiple-probe design, Wall and Gast (1999) grouped 12 students with cognitive disabilities into six dyads to teach grocery bagging using a constant time-delay prompting procedure. In addition to teaching the vocational skill, Wall and Gast also examined the acquisition of incidental information (verbal presentation of targeted nutritional facts) and observational learning of incidental information (verbal presentation of nontargeted nutritional facts) that occurred during the instruction of the vocational skill.…”