Constant Time Delay and System of Least Prompts: Efficiency and Child Preference

Chazin, Kate T.; Ledford, Jennifer R.

doi:10.1007/s10864-020-09396-0

Cited by 10 publications

(7 citation statements)

References 15 publications

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“…The use of a constant-time-delay instructional approach also supports the effectiveness of this study because it is an evidence-based instructional approach that can be applied to teaching mathematics to students with intellectual disabilities and mathematics difficulties (Cannella-Malone et al, 2021; Chazin & Ledford, 2021; Creech-Galloway et al, 2013; Faragher & Clarke, 2014). This approach involves regular repetition of the teaching method by presenting mathematical concepts to students and expecting them to respond within a certain timeframe.…”

Section: Discussionsupporting

confidence: 58%

Development of early numeracy skills in children with moderate intellectual disability

Altindag Kumas,

Sardohan Yıldırım

2024

J Intellect Disabil

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This study assessed the effectiveness of a program aimed at improving the early numeracy skills of students with moderate intellectual disability. The persistence of the acquired skills and the program’s impact on learning were monitored. Feedback from the students and their mothers was also gathered. Using a multiple-probe design across subjects, the results were visually presented through graphical analysis. Three male students aged 8–9 years participated. After obtaining high-reliability findings from reliability analyses, results showed the program effectively increased students’ number skills with a high effect size. These skills persisted post-intervention, and both students and mothers expressed positive views of the intervention.

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Section: Discussionsupporting

confidence: 58%

Development of early numeracy skills in children with moderate intellectual disability

Altindag Kumas,

Sardohan Yıldırım

2024

J Intellect Disabil

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“…Another limitation is that decision-making tools capture best-practice recommendations at a specific moment in time. Literature reviews and research on the use of various prompting strategies continue to be published every year (e.g., Cengher et al, 2020 ; Chazin & Ledford, 2021 ; Schnell et al, 2020 ). Although the basic recommendations pertaining to the use of these prompting strategies have remained generally consistent, future research may alter best-practice guidelines.…”

Section: Discussionmentioning

confidence: 99%

A Decision-Making Tool for Evaluating and Selecting Prompting Strategies

Cowan

Lerman

Berdeaux

et al. 2022

Behav Analysis Practice

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Literature has demonstrated the successful application of various prompts and prompt-fading procedures for teaching clients with intellectual and developmental disabilities. However, few practical resources exist to guide behavior analysts in the evaluation and selection of a prompting strategy for a given client and a targeted skill. In this article, we describe the development of a decision-making tool for selecting and evaluating prompting strategies, highlighting steps needed prior to evaluating clinical outcomes associated with the use of the tool. We used a multiple baseline across participants design to assess the ease with which graduate students could apply the decision-making tool with clients across a variety of skills. Results indicated that the participants learned to apply the decision-making tool with relatively limited involvement from a trainer. Social validity data collected from participants suggested that they found the tool helpful. Results contribute to the literature on the development of decision-making tools to guide behavior analysts in the selection of interventions to use with clients. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-022-00722-8.

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“…When the data collected show the student has achieved fluency of the script, the educator supports the student’s use of the script when small-group work again occurs in the general education classroom. Prompts should be faded using a time-delay procedure (Chazin & Ledford, 2020; Ganz et al, 2012) until the student independently uses the script in the appropriate context.…”

Section: Phase 3: Teach the Scriptmentioning

confidence: 99%

“…Educators can fade the verbal prompt by using a procedure called time delay to encourage the student to read the script independently (Ganz et al, 2012). A time delay involves lengthening the time between an instruction or cue (e.g., "Say this script") and a prompt that assists the student until the student no longer needs assistance (Chazin & Ledford, 2020). For example, the educator might say "Say this script" while pointing to the word Can and waiting 5 seconds before saying the /k/ sound or saying can for the student to imitate.…”

Section: Step 1: Introduce the Script To The Studentmentioning

confidence: 99%

“…Initially, the delay might be less than a second, but the educator might wait 3, 5, or 10 seconds between directing the student to read the script and delivering a prompt by saying letter sounds or complete words in the script. See Chazin and Ledford (2020) for an excellent explanation about using time delay and prompting. The student should be able to read the entire script independently before advancing to using the script (see Step 2).…”

Section: Step 1: Introduce the Script To The Studentmentioning

confidence: 99%

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Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

Scheibel¹,

Travers

2021

TEACHING Exceptional Children

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Students with Autism Spectrum Disorder are likely to demonstrate social impairments that contribute to challenging behaviors and academic difficulties. As a result, the task of improving social communication skills is a critical component to any educational program for this population. Scripting provides an evidence-based and versatile option for improving social communication, yielding valuable results while requiring limited time and resource preparation from educators. In this article, we present step by step guidance to support practitioners in using scripting interventions. Considerations are discussed for adapting this intervention to meet the needs of students across the autism spectrum and links to resources for strengthening implementation and including other evidence-based practices.

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Constant Time Delay and System of Least Prompts: Efficiency and Child Preference

Cited by 10 publications

References 15 publications

Development of early numeracy skills in children with moderate intellectual disability

Development of early numeracy skills in children with moderate intellectual disability

A Decision-Making Tool for Evaluating and Selecting Prompting Strategies

Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

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