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A computer-assisted instruction program was evaluated that used a constant time-delay procedure to teach 5 students 18 spelling words. In addition to delivering the instructional procedure, the program managed the presentation of training content based on individual student responding and collected instructional data on individual student performance. The procedure was effective at teaching 4 of the 5 students the words, and generalization occurred from the computer-delivered keyboard response format to a teacher-delivered hand-written response format. Maintenance data varied among the students. The study demonstrated the feasibility of using microcomputers to deliver time-delay instruction in special education classrooms and suggested several research questions related to specific features of microcomputer-delivered time-delay instruction.

A 5-second constant time delay procedure was used to teach three students with mild learning handicaps 10 word definitions from their learning and behavior disordered (LBD) resource room reading series. All students learned the 10 targeted definitions in eight to nine sessions. Maintenance sessions conducted 6, 10, and 14 weeks after training revealed that all students maintained correct levels of responding. In addition, students generalized the newly acquired information across two skills not directly trained: reading the targeted word and providing the correct verbal label after hearing the targeted definition. Overall, the constant time delay procedure resulted in minimal teacher preparation time, brief instructional sessions, and a low percentage of errors.

The Training Rural Educators in Kentucky through Distance Learning (TREK-DL) project at the University of Kentucky used team teaching in the delivery of 5 courses offered via distance learning technology. This article describes the 5 models used during the project: (a) lead/supplemental instructors, (b) multiple instructors, (c) guest lecturer, (d) co-instructors with single course content, and (e) co-instructors with coursework from two courses taught concurrently. Also, the advantages of each model are discussed.