Use of a Constant Time Delay Procedure in Teaching Preschoolers in a Group Format

Alig-Cybriwsky, Catherine; Wolery, Mark; Gast, David L.

doi:10.1177/105381519001400201

Cited by 44 publications

(22 citation statements)

References 10 publications

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“…These results are similar to those of other studies that have been conducted using CTD procedures (e.g., Alig-Cybriwsky et al, 1990). One of the advantages of CTD noted is that FIGURE 2.…”

Section: Discussionsupporting

confidence: 92%

“…Much of the research on CTD and other instructional procedures that has been conducted with preschoolage children has examined these procedures' effectiveness in a didactic format (Alig-Cybriwsky et al, 1990;Chiara, Schuster, Bell, & Wolery, 1995). While effective in terms of acquisition, these didactic approaches have not always been effective in terms of promoting generalization.…”

mentioning

confidence: 98%

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The Effects of Embedded Skill Instruction on the Acquisition of Target and Nontarget Skills in Preschoolers with Developmental Delays

Daugherty

Grisham-Brown

Hemmeter

2001

Topics in Early Childhood Special Education

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Previous research on the constant time delay (CTD) procedure has demonstrated the effectiveness of the procedure with students with a range of disabilities. Most research on CTD has been implemented using a didactic format. In the current study, CTD was embedded in classroom activities and routines to teach counting to young children. In addition, nontarget information (the color of the object) was included in the task direction. A multiple-probe design across numbers replicated across children was used. The results indicated that CTD was effective in teaching numbers to all three children. The acquisition of nontarget information by two of the three children was also tracked; one of these two children acquired the nontarget information.

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“…These results are similar to those of other studies that have been conducted using CTD procedures (e.g., Alig-Cybriwsky et al, 1990). One of the advantages of CTD noted is that FIGURE 2.…”

Section: Discussionsupporting

confidence: 92%

mentioning

confidence: 98%

The Effects of Embedded Skill Instruction on the Acquisition of Target and Nontarget Skills in Preschoolers with Developmental Delays

Daugherty

Grisham-Brown

Hemmeter

2001

Topics in Early Childhood Special Education

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“…First, all participants learned all academic behaviors directly taught with progressive time delay. This replicates previous research on the use of response prompting procedures in small group arrangements with preschool children with disabilities (e.g., Alig-Cybriwsky et al, 1990;Chiara, Schuster, Bell, & Wolery, 1995;Holcombe, Wolery, & Snyder, 1994;Holcombe, Wolery, Werts, & Hrenkevich, 1993;Wolery, Werts, Holcombe, Billings, & Vassilaros, 1993;Wolery, Holcombe, Werts, & Cipolloni, 1993). It adds to a smaller body of research that suggests acquisition of discrete academic skills also occur when children with disabilities are taught together in a small group with typically-developing peers (Ledford & Wolery, in press;Venn et al, 1996).…”

Section: Academic Behaviorssupporting

confidence: 67%

“…Using response prompting procedures during small group direct instruction has been effective for almost 200 participants with and without disabilities in at least 47 published studies (for a review, see Ledford, Lane, Elam, & Wolery, 2012), including 7 studies conducted with preschool-aged participants (e.g., Alig-Cybriwsky, Wolery, & Gast, 1990;Venn, Wolery, & Greco, 1996). If each participant is taught different behaviors during small group direct instruction, they may learn behaviors taught to their group mates, referred to as observational learning (Bandura, 1977).…”

Section: Introductionmentioning

confidence: 99%

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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“…Delayed prompting is referred to differently by researchers, and variations of the procedure have been labeled constant prompting, delayed cue, delayed matching, or as time delay procedures (Alig-Cybriwsky, Wolery, & Gast, 1990;Coleman-Martin & Heller, 2004;Gibson & Schuster, 1992;Johnson, 1977;Keel & Gast, 1992;Koscinski & Gast, 1993;Mattingly & Bott, 1990;Venn et al, 1993). The basic application of delayed prompting (regardless of the procedural name) is the same, although there are, of course, slight procedural variations.…”

Section: Research Review Of Errorless Learning Techniquesmentioning

confidence: 96%

Errorless learning: Review and practical application for teaching children with pervasive developmental disorders

Mueller¹,

Palkovic²,

Maynard

2007

Psychology in the Schools

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Errorless learning refers to a variety of discrimination learning techniques that eliminate or minimize responding to incorrect choices. This article describes experimental roots of errorless learning and applied errorless strategies. Specifically, previous research on stimulus fading, stimulus shaping, response prevention, delayed prompting, superimposition with stimulus fading, and superimposition with stimulus shaping are discussed. Educational applications for children with Pervasive Developmental Disorders (PDD) are presented for each technique so that school psychologists, educators, and teachers working with children with PDD can understand the underpinnings and practical applications of errorless techniques to use in skill acquisition programming in school settings. © 2007 Wiley Periodicals, Inc.Errorless learning represents a set of teaching procedures designed to reduce incorrect responding as the student gains mastery over the work materials. Errorless learning procedures are used to teach children a variety of novel tasks that almost always involve choosing one response over a second response. Examples of common tasks include teaching a child to choose sight words, colors, numbers, shapes, pictures, or objects when given multiple stimuli from which to choose. Errorless learning procedures are derived from an experimental learning literature. As such, a discussion of this early literature is crucial to understanding the modern application to teaching children without errors. Trial-and-Error and Errorless Learning TheoryPeople learn simple and conditional discriminations in various ways. Through the early 1960s, published discrimination learning tasks shared a common feature. That is, organisms learned through "trial and error." Trial-and-error learning has been defined differently through the years, but each definition relates to the same basic arrangement. In trial-and-error discrimination tasks, the correct choice (Sϩ) and the incorrect choice (SϪ) are always presented together so that the arrangement of important stimulus materials is presented to the learner from the beginning and does not change throughout the learning task. For example, if a task is to teach a child to touch a red ball when presented with a red ball and a black block after hearing the verbal demand to "touch ball," the red ball and the black block are always paired together and the learner maintains the opportunity to select either one. Neither is larger or smaller, neither is farther or nearer to the learner, and no responses to either stimuli are blocked. The learner has equal opportunity to select the correct (Sϩ) or the incorrect (SϪ) choice.It was once believed that discrimination learning required the selection of both the correct (Sϩ) and incorrect (SϪ) so the learner could experience the consequences of each (Hull, 1950;Spence, 1936). Because differential consequences are programmed for either selection, learning can occur from correct or incorrect responses. In the above example of a conditional discrimination task where...

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Use of a Constant Time Delay Procedure in Teaching Preschoolers in a Group Format

Cited by 44 publications

References 10 publications

The Effects of Embedded Skill Instruction on the Acquisition of Target and Nontarget Skills in Preschoolers with Developmental Delays

The Effects of Embedded Skill Instruction on the Acquisition of Target and Nontarget Skills in Preschoolers with Developmental Delays

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

Errorless learning: Review and practical application for teaching children with pervasive developmental disorders

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