Constant time delay with discrete responses: A review of effectiveness and demographic, procedural, and methodological parameters

Wolery, Mark; Holcombe, Ariane; Cybriwsky, Catherine Alig; Doyle, Patricia Munson; Schuster, John W.; Ault, Melinda Jones; Gast, David L.

doi:10.1016/0891-4222(92)90028-5

Cited by 85 publications

(63 citation statements)

References 22 publications

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“…This replicates earlier research with response prompting procedures (Wolery, Holcombe, et al, 1992) and research with one-to-one arrangements with progressive time delay (Reichow & Wolery, 2011) that suggests that children "learn to learn", and that systematic prompting procedures become more efficient when children are taught multiple sets of behaviors over time. A related finding is that most participants emitted fewer errors during later versus earlier behavior sets.…”

Section: Academic Behaviorssupporting

confidence: 72%

“…Error percentages were higher during instruction on the first behavior set; previous studies that did not teach multiple sets of behaviors to young children over time (e.g., when there were no opportunities to "learn to learn") reported similarly high levels of errors (e.g., 8.9%, Chiara et al, 1995;16.2%, Wolery et al, 1993). These percentages are higher than those reported in some reviews of the use of prompting procedures (Wolery, Holcombe, et al, 1992). Further research is needed to determine whether higher error percentages during initial instruction is likely for young children who have limited experience with direct instruction or direct instruction in small groups, and, if so, what modifications are appropriate to reduce the likelihood of errors.…”

Section: Academic Behaviorsmentioning

confidence: 39%

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Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction

Ledford

Wolery

2015

Exceptional Children

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Many studies have shown that small-group direct instruction is effective and efficient for teaching students with and without disabilities, although relatively few studies have been conducted with heterogeneous groups of preschool participants. In addition, previous studies have primarily assessed whether observational learning occurred for academic behaviors directly taught to peers. In this study, we assessed target and observational learning of both academic and sharing behaviors. Results show that children with and without disabilities learned all of their own target academic behaviors and at least some of their peers’ target academic behaviors, that children without disabilities learned to share by observing their typically developing peers do so, and that most participants generalized sharing to contexts similar to classroom activities.

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Section: Academic Behaviorssupporting

confidence: 72%

Section: Academic Behaviorsmentioning

confidence: 39%

Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction

Ledford

Wolery

2015

Exceptional Children

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“…The rapid learning of the targeted phrases or tasks and the low percentages of error while using time delay procedures was noted by Wolery et al (1992). Schuster et al (1998) reported that in the 20 studies they reviewed, there was 97% effectiveness in using time delay to teach target tasks to criterion.…”

Section: Introductionmentioning

confidence: 89%

Using Time-delay to Improve Social Play Skills with Peers for Children with Autism

Liber

Frea

Symon

2007

J Autism Dev Disord

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Interventions that teach social communication and play skills are crucial for the development of children with autism. The time delay procedure is effective in teaching language acquisition, social use of language, discrete behaviors, and chained activities to individuals with autism and developmental delays. In this study, three boys with autism, attending a non-public school, were taught play activities that combined a play sequence with requesting peer assistance, using a graduated time delay procedure. A multiple-baseline across subjects design demonstrated the success of this procedure to teach multiple-step social play sequences. Results indicated an additional gain of an increase in pretend play by one of the participants. Two also demonstrated a generalization of the skills learned through the time delay procedure.

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“…Second, we implemented a forward chaining procedure. Because we anticipated that Marcel would require more support to master these complex response chains than he did to master each chain's component skills, we used a 5-s constant time delay procedure (Wolery et al, 1992). That is, therapists immediately delivered the most intrusive prompt from phase 1 (i.e., continuous physical guidance with verbal prompts) during the first trial of any given training step (as well as immediately following any error emitted at any time).…”

Section: Methodsmentioning

confidence: 99%

Chaining Functional Basketball Sequences (with Embedded Conditional Discriminations) in an Adolescent with Autism

Lambert

Copeland

Karp

et al. 2016

Behav Analysis Practice

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Individuals with developmental disabilities successfully participate in fewer recreation activities, including sports activities, than their typically developing peers. Although a functional basketball-playing repertoire might increase social opportunities and physical health for these individuals, no research has outlined a behavior-analytic strategy for teaching this sport. In our study, we taught a 13-year-old male diagnosed with autism to play basketball. During phase 1, we employed discrete-trial training to establish proficiency with nine fundamental basketball skills (i.e., recruiting attention, passing, dribbling, etc.). During phase 2, we used a forward chaining procedure to teach-specific sequences of these component skills that are appropriate for playing offense and defense and for participating in a full-court basketball drill. The participant learned all pre-requisite skills and response chains came under the control of contextually appropriate discriminative stimuli.

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Constant time delay with discrete responses: A review of effectiveness and demographic, procedural, and methodological parameters

Cited by 85 publications

References 22 publications

Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction

Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction

Using Time-delay to Improve Social Play Skills with Peers for Children with Autism

Chaining Functional Basketball Sequences (with Embedded Conditional Discriminations) in an Adolescent with Autism

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