No abstract

Constant time delay procedures were used to teach multiplication facts to an elementary-age student with both mild learning handicaps and behavioral disorders. Fifteen facts were learned in approximately I hour of instruction. The student maintained correct levels of responding and generalized the responses across persons, settings, and skills up to 8 weeks after training was completed. The procedure was easy to implement, required little teacher preparation time, and resulted in a low percentage of student errors (2.8%). These findings extend the uses of constant time delay procedures in the research literature to a new student population (behaviorally disordered) and to a different content area (mathematics).

This study investigated the effectiveness of a constant time delay procedure in teaching adolescents with learning or behavior disorders. Subject matter included social studies and health facts presented in small-group settings. In addition, the study assessed the effects of two attentional responses (general--looking at the target stimuli, or specific--repeating the teacher's question) on students' acquisition of other students' facts and of related nontarget information. Two types of feedback for correct responses were presented: praise plus additional information, and general praise only. Results of various measures indicate that (a) the constant time delay procedure was reliable and effective; (b) students not only acquired targeted facts with few errors, but also acquired some other nontargeted facts, such as information presented along with feedback; and (c) specific attentional responses facilitated acquisition of observational and incidental facts and maintenance of learning.