Using Time Delay to Teach Literacy to Students with Severe Developmental Disabilities

Browder, Diane M.; Ahlgrim‐Delzell, Lynn; Spooner, Fred; Mims, Pamela J.; Baker, Joshua N.

doi:10.1177/001440290907500305

Cited by 131 publications

(127 citation statements)

References 38 publications

(55 reference statements)

Supporting

Mentioning

116

Contrasting

Unclassified

Order By: Relevance

“…In these strategies, several methods have been applied to investigate its effectiveness in teaching the targeted students various academic skills. Among these methods are academic skills (Courtade et al, 2010); data collection skills (Belfiore & Browder, 1992); simultaneous prompting (Morse & Schuster, 2004); time delay (Browder et al, 2009); least intrusive prompts (Browder et al, 2008); and most-to-least intrusive prompts (Aykut, 2012). The wide use of systematic instruction, its application among various participants, and its use in various settings make it among the most preferred evidence based methods in teaching literacy to students with significant or severe disabilities.…”

Section: Resultsmentioning

confidence: 99%

“…Early studies regarding this strategy can be traced from Miller and Test (1989), in their study undertook comparisons of the influence of most-to-least intrusive prompts and regular time delay on attainment of laundry skills among students diagnosed with moderate intellectual disabilities. In addition, several studies have documented the application of systematic instruction as an evidence-based practice for teaching academic skills to children with disabilities (Morse & Schuster, 2004;Browder et al, 2009). In this systematic review, four studies applied systematic instruction as a strategy of teaching various academic skills to students with multiple disabilities (Jameson et al, 2007;Mechling, Gast, & Langone, 2002;Smith et al, 2011;Browder, Hudson & Wood, 2013).…”

Section: First Research Questionmentioning

confidence: 99%

See 1 more Smart Citation

What is the Best Strategy “Evidence-Based Practice” to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review

Almalki¹

2016

WJE

View full text Add to dashboard Cite

A systematic of literature was carried out on peer-reviewed journals published from 2000 to 2015 to help in determining the best strategy of evidence-based practice that can be applied in teaching literacy skills among students with multiple disabilities. A total of 12 studies were reviewed, some of which included science and mathematics skills alongside literacy skills. The articles were evaluated according to the methodological processes used in carrying out the studies. Generally, all the strategies were found to be evidence based practices, which can be used to teach students with multiple disabilities. The systematic instruction and self-directed learning emerged as the most popular peer teaching and technology. Due to lack of enough studies that majored specifically on the students who suffered from more than one type of disability, other forms of severe disabilities like autism and intellectual disability, which are considered under the umbrella of multiple disabilities, were included in the systematic review. Additionally, in the process of defining certain target responses to demonstrate learning, with discrete responses being common, the type of feedback and systematic prompting that was commonly used was time delay, while stimulus fading was the least used component. One-to-one instruction and massed trials were the most commonly used formats for teaching. Though this is not a proof that systematic instruction is the best strategy, it is a suggestion that it is applicable in several situations and preferred by many researchers. Other strategies have also equally given positive responses and are thus effective in teaching literacy among students with multiple disabilities.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: First Research Questionmentioning

confidence: 99%

What is the Best Strategy “Evidence-Based Practice” to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review

Almalki¹

2016

WJE

View full text Add to dashboard Cite

show abstract

“…In a review on using time delay to teach literacy skills, Browder et al (2009) clarified the requirements for the lime delay procedure and emphasized the need for a comprehension measure. Tbese requirements can be applied to any content area.…”

Section: Teaching Science Vocahularymentioning

confidence: 99%

Academic Instruction for Students with Severe Disabilities

Knight¹,

Browder²,

Agnello³

et al. 2010

focusXchild

Self Cite

View full text Add to dashboard Cite

“…In general, they examine essential and desirable characteristics consisting of such components as the conceptualization of the study, participants and sampling, outcome measures, and data analysis. As group design research is not frequently used in work with students with severe disabilities, a detailed explanation of how these quality indicator criteria are applied has been omitted.In the area of severe disabilities, work has been done to respond to the mandates of NCLB, and has focused in particular on investigating and validating practices to teach academic skills to this population (literacy/language arts, Browder, Ahlgrim-Delzell, Spooner, Mims, & Baker, 2009;Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006; mathematics, Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman, 2008;Spooner, Root, Browder, & Saunders, 2016; science, Spooner, Knight, Browder, Jimenez, & DiBiase, 2011). In general, the Horner et al (2005) and Gersten et al (2005) quality indicator criteria were used with guidelines as to how to apply these criteria developed by the National Secondary Transition Technical Assistance Center (NSTTAC; Test et al, 2009) and the National Technical Assistance Center on Transition (NTACT; Test et al, 2015).…”

mentioning

confidence: 99%

Establishing the State of Affairs for Evidence-Based Practices in Students With Severe Disabilities

Spooner

McKissick

Knight

2017

Research and Practice for Persons with Severe Disabilities

Self Cite

View full text Add to dashboard Cite

The use of evidence-based practices (EBPs) was mandated with the passage of the No Child Left Behind Act of 2001 (NCLB), and continues with the Every Student Succeeds Act (ESSA). Accordingly, all children, including those with severe disabilities, must be taught both daily living and academic skills using EBPs. In this article, we synthesize, report, and establish the state of affairs for teaching EBPs to students with severe disabilities; examine established practices and considerations for the future of EBPs; and describe the relevance of the EBP movement to advocacy and intervention research for this population. Leading organizations dedicated to improving the lives of people with severe disabilities must continue to place emphasis on practices and research that have provided empirical demonstrations of effect and standards of proof.Keywords evidence-based practices, severe disabilities, instructional strategies, academic skills, daily living skills Special education began to address evidence-based practice (EBP) with the mandate of the No Child Left Behind Act of 2001 (NCLB;, and an emphasis on EBP continues with the Every Student Succeeds Act (ESSA;. The dedication to systematic instruction and behavioral principles has been part of TASH from its inception (Haring & Brown, 1976) and continues as exemplified by volumes like Meyer, Peck, and Brown (1991), and recent text books Brown, McDonnell, & Snell, 2016;Westling, Fox, & Carter, 2015). Current practice and understanding insist that all children, including those with severe disabilities, are taught academic skills, and EBPs are to be used to teach those skills. The field took its lead on EBPs from the discipline of medicine. Sackett, Rosenberg, Gray, Haynes, and Richardson (1996) defined evidence-based medicine as the integration of individual clinical expertise and external clinical evidence from systematic research. Following the lead from medicine, lawmakers integrated statements about EBPs in an effort to produce desired learning outcomes and improve the lives of children with disabilities and their families.National Research Council (2002) suggested that much of the research done in the larger field of education including special education was substandard, and that the inferior nature of this research and its translation into practice was, in part, responsible for the poor educational outcomes of children. Several guiding research-article2017Spooner et al. 9principles were recommended to improve the quality of research and, in turn, affect the current poor state of affairs for education research: (a) pose significant questions that can be answered empirically; (b) link research to relevant theory; (c) use methods that permit direct intervention of the question; (d) provide coherent, explicit chain of reasoning; (e) replicate and generalize across studies; and (f) disclose research to encourage professional scrutiny and critique. Primary emphasis was given to group experimental designs, comprised of control and treatment groups, in which par...

show abstract

Using Time Delay to Teach Literacy to Students with Severe Developmental Disabilities

Cited by 131 publications

References 38 publications

What is the Best Strategy “Evidence-Based Practice” to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review

What is the Best Strategy “Evidence-Based Practice” to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review

Academic Instruction for Students with Severe Disabilities

Establishing the State of Affairs for Evidence-Based Practices in Students With Severe Disabilities

Contact Info

Product

Resources

About