Comparison of constant time delay and the system of least prompts in teaching preschoolers with developmental delays
- 1 January 1990
- journal article
- research article
- Published by Elsevier BV in Research in Developmental Disabilities
- Vol. 11 (1), 1-22
- https://doi.org/10.1016/0891-4222(90)90002-p
Abstract
This investigation compared the effectiveness and efficiency (sessions, errors, percent of errors, and minutes of instructional time through criterion) of constant time delay and the system of least prompts in teaching sight words to developmentally delayed preschoolers. Maintenance of sight words and generalization across instructors and materials were assessed. Also, students' acquisition of relationships between the target behavior and previously learned information were assessed. Two sessions were conducted each day in their classroom, one with each procedure. Two of the children were taught 16 words and one child learned 12 words. The parallel treatments design was used to assess the effectiveness of the two instructional strategies. The results indicated that (a) both strategies produced criterion level responding in the instructional setting, (b) constant time delay resulted in fewer total trials, errors, percent of errors, and minutes of direct instructional time through criterion than the system of least prompts, (c) both strategies produced criterion-level responding that maintained in 1-, 3- and 5-week follow-up probes, (d) both strategies resulted in generalization across instructors and materials, and (e) both strategies resulted in cross-modal generalization from expressive to receptive, receptive and expressive identification of the words' function or action, and matching the written word to a photograph of its referent.Keywords
Funding Information
- U.S. Department of Education (G008530197)
This publication has 10 references indexed in Scilit:
- Comparison of response prompting procedures in teaching numeral identification to autistic subjectsJournal of Autism and Developmental Disorders, 1988
- System of Least Prompts: A Literature Review of Procedural ParametersJournal of the Association for Persons with Severe Handicaps, 1988
- A comparison of time delay and system of least prompts in teaching object identificationResearch in Developmental Disabilities, 1987
- Delayed prompting: A review of procedural variations and resultsResearch in Developmental Disabilities, 1987
- The Effects of Time Delay and Increasing Prompt Hierarchy Strategies on the Acquisition of Purchasing Skills by Students with Severe HandicapsJournal of the Association for Persons with Severe Handicaps, 1987
- Use of multiple exemplars in object concept training: How many are sufficient?Analysis and Intervention in Developmental Disabilities, 1986
- Natural Environment Language Assessment and Intervention with Severely Impaired PreschoolersTopics in Early Childhood Special Education, 1984
- The simplest treatment alternative: The law of parsimony applied to choosing appropriate instructional control and errorless-learning procedures for the difficult-to-teach childJournal of Autism and Developmental Disorders, 1979
- TEACHING MENDING SKILLS TO MENTALLY RETARDED ADOLESCENTSJournal of Applied Behavior Analysis, 1979
- Reading and Auditory-Visual EquivalencesJournal of Speech and Hearing Research, 1971