Learning to effectively implement constant time delay procedures to teach spelling

Learning Disability Quarterly

Volumn 25, Issue 3, 2002, Pages 209-222

  Hughes, Trudie A ^a   Fredrick, Laura D ^a   Keel, Marie C ^a  

^a GEORGIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036613608     PISSN: 07319487     EISSN: None     Source Type: Journal    
DOI: 10.2307/1511303     Document Type: Article

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27. The effects of CAI and time delay: A systematic program for teaching spelling
28. Teaching a multihandicapped adult manual signs using a constant time delay procedure
29. Use of constant time delay in teaching multiplication facts to students with learning disabilities
30. The use of delay to teach sight words by peer tutors classified as moderately mentally retarded
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34. A comparison of constant time delay and most-to-least prompting in teaching laundry skills to students with moderate retardation
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36. A theory of school and classroom organization
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40. Transfer of stimulus control: Measuring the moment of transfer
41. Sustainability of research-based practices
42. Caregivers' use of constant time delay to teach leisure skills to adolescents or young adults with moderate or severe intellectual disabilities
43. Teaching multiplication facts to students with learning disabilities: Teacher-selected versus student-selected material prompts within the delay procedure
44. The effects of constant time delay, practice in writing or spelling, and reinforcement on sight word recognition in a small group
45. Teaching safety skills to high school students with moderate disabilities
46. Training elementary teachers to embed instruction during classroom activities
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48. Effective and efficient procedures for the transfer of stimulus control
49. The effectiveness of a constant time delay procedure on teaching life-time sport skills to adolescents with severe to profound intellectual disabilities