Kay B. Stevens

Effects of a Constant Time Delay Procedure on the Written Spelling Performance of a Learning Disabled Student

A constant time delay procedure was used to teach written spelling to an 11-year-old, school-labeled LD youngster who had severe spelling deficits. The time delay procedure is a near errorless instructional method that transfers stimulus control from a controlling stimulus (a prompt that signals the correct response) to a new stimulus (a target response). As a result of a 5-second constant delay procedure the student acquired, maintained, and generalized 15 spelling words. The procedure is easy to implement, requires little teacher preparation time, and results in a low student error rate. In the absence of published time delay research with LD individuals, the results are encouraging. Based on our findings, the time delay procedure is a viable alternative for LD students who have not benefited from traditional instructional procedures. Since the results of this study and those in the unpublished literature indicate that the time delay procedure is effective, further examination with other LD students is warranted.

Using Constant Time Delay to Teach Word Definitions

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.

Using Simultaneous Prompting to Teach Expressive Object Identification to Preschoolers with Developmental Delays.

The present study evaluated whether or not the use of a simultaneous prompting procedure would result in an increase in the percentage of correct object naming behaviors when 3 preschool students with developmental delays were taught expressive object identification. Effectiveness of the procedure was assessed using a multiple probe design across behaviors and replicated across students. Results indicated that the procedure was effective in training expressive object identification to all subjects. Data indicated that, across all students, the acquired items maintained up to 3 weeks and generalized across persons and materials at high rates. No errors occurred during training sessions. An overall error percentage across all students and objects during daily probe sessions was approximately 4.0%. Future research issues are discussed.

An Accountable Consultation Model for Mainstreaming Behaviorally Disordered Children

A consultation model, implemented over a two-year period, in a regular elementary school, is described. In addition, data are reported indicative of how consultants spent their time, and of the outcomes of consultation for each case served. The model includes procedures for systematizing the consultation process, making it data-based and accountable. Problems encountered in implementing consultation in public school settings are discussed.

Using Team Teaching to Deliver Coursework via Distance Learning Technology

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.

Time Delay Systematic Instruction for Academic Tasks

Students labeled mildly handicapped often fail to memorize and retain information such as math facts, sight words, and spellings when taught by traditional instructional procedures. Time delay, a nearly errorless instructional procedure, has been effective in teaching these behaviors to a variety of students. This article reviews the time delay procedure and its application with mildly handicapped students. The procedure is outlined and data collection techniques are specified. Considerations for using time delay with learning disabled students are also discussed.

Peer Tutoring: Teaching Students with Learning Disabilities to Deliver Time Delay Instruction

This study evaluated the effectiveness of a peer-mediated constant time delay procedure for teaching written spelling to fourth- and fifth-grade students identified as learning disabled. The six peer tutors (each with learning disabilities) taught each other to produce the written spelling for 15 five- to eight-letter words using a 3-s delay and a visual model prompt. A multiple probe design across behaviors (word sets) was used to evaluate the procedure. Data were collected on the number of sessions to criterion, trials to criterion, number and percent of errors, and direct instructional time. The classroom teacher prepared students to serve as tutors using a describe-model-guided practice-feedback sequence. Pre- and post-measures were conducted of generalization of the tutoring procedure as well as observational learning by the tutors. Results indicated that (a) peer tutors reliably implemented the time delay procedure, and (b) the tutor-implemented time delay procedure was effective in teaching written spelling to students identified as learning disabled.