This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluate the effectiveness of the CTD procedure and to…

Primary-aged students (N=5) with moderate mental retardation were taught to read environmental sight words and assessed for observational cross-learning of other students' words. Results indicate that the constant time delay method was effective in teaching sight words to four students and all students acquired some information targeted for other…

This study, involving four secondary-age students with moderate to severe mental retardation, found that four response prompting conditions (progressive time delay and the system of least prompts, both with and without a descriptive consequent event) were effective in teaching reading of recipe words with similar efficiency and maintenance. (JDD)

The study, with four mildly retarded primary-age students, found that constant time delay was an effective instructional strategy when students were taught to read sight words and that incidental learning also occurred as each student acquired some nontargeted spelling information. (Author/DB)

Three fifth grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words using constant time delay in a small-group instructional arrangement and were assessed on ability to recognize, spell, and define both their own target words and observational words. The procedure was effective in establishing…

A study examined the acquisition of incidental information and observational learning of incidental information by 12 adolescents with moderate intellectual disabilities during school-directed systematic instruction. Results found participants learned 51.6% of the incidental information they observed during community-based or simulated dyadic…