Constant time Delay

Information on benefitted populations

How does it work?

Two phases: instructional phase where stimulus (question) and prompt

(answer) are given with a 0-second delay; fading phase where a constant
time delay is added between stimulus and prompt to allow student time to
answer
Student progresses through stages of response: no response; correct wait
(correct response given after prompt) or wait error (incorrect response given
after prompt); correct anticipation (correct answer given before prompt) or
nonwait error (incorrect response given before prompt)
Type of direct instruction that incorporates scaffolding
Small group setting
Repetition of same stimulus and prompt

Why does it work?

Efficient
Success fuels motivation
Can create knowledge base that student can generalize uponlessened in a
self-contained classroom; likelihood of generalizations increase from being in
an environment where the student has an opportunity to deal with real-life
situations, such as a general education classroom

Which characteristics does it help students overcome?

Used to teach discrete skills and chained skills

Teach braille and Nemeth Code
Object, picture, word definitions, sight word recognition, response to
strangers

What disabilities does it benefit?

Students with vision impairment

Students with severe, moderate, or mild developmental delays or disabilities
such as autism

Could it be used in a full-inclusion class? How?

Already used in both general education (flashcards, repeat-after-me) and

special education
Parents and other support outside of school can use to help remember math
facts or vocabulary (quiz me!)
Effective with learners of all ages and abilities
Has been studied for at least 40 years

Written procedures for implementation in the classroom

Step by step instructions

Teacher reads stimulus and prompt with a 0-second time delay. Student
repeats.
Teacher reads stimulus and prompt with a short (5 second) time delay.
Student either supplies prompt independently or after teacher gives prompt.
Teacher gives positive feedback to correct answers regardless of time delay.
Teacher reminds student that they can wait for the correct prompt in the
event of an incorrect response.

Preparation

Make flashcards with material if learning visually

Make a script with material if learning auditorily

3 reference citations in APA format 6th edition

Ivy, S. E., Hooper, J. D. (September-October 2015). Using Constant Time Delay to
Teach Braille and the Nemeth Code for Mathematics and Science Notation to
Students Making the Transition From Print to Braille. Retrieved from
http://eds.b.ebscohost.com.libproxy.txstate.edu/eds/pdfviewer/pdfviewer?
sid=586abb8e-8a28-40db-b0649182857b46b5%40sessionmgr115&vid=0&hid=111
Iftar, E. T., Kurt, O., Cetin, O. (Winter 2011). A Comparison of Constant Time Delay
Instruction with High and Low Treatment Integrity. Retrieved from
http://eds.b.ebscohost.com.libproxy.txstate.edu/eds/pdfviewer/pdfviewer?
sid=d77cb600-76db-4bed-9491953d17618a84%40sessionmgr111&vid=0&hid=111
Daugherty, S., Grisham-Brown, J., Hemmeter, M. L. (2001). The Effects of Embedded
Skill Instruction on the Acquisition of Target and Nontarget Skills on Preschoolers
with Developmental Delays. Retrieved from
http://eds.b.ebscohost.com.libproxy.txstate.edu/eds/pdfviewer/pdfviewer?
sid=f3260e50-29a2-4920-a470-1733a2d319a3%40sessionmgr112&vid=0&hid=111
Short sample activity
Flashcards for math facts to practice using strategy: give each student a flashcard
with symbol as they walk in to class, pair up with neighbor and teach them symbol
using constant time delay. First allow 0 seconds between stimulus and prompt:
alright Student, * means dog, then allow Student to repeat math fact. Switch roles
and repeat. Then go back to first card and allow 5 second delay so Student can
attempt recall on their own, ok Student, *.. (wait 5 seconds), if they do not
respond, say * means dog, then have Student repeat. Switch roles and repeat.
The third time repeat same procedure, * is.. (wait 5 seconds), if they do not say,
say * is dog, then have Student repeat.
Script:
Trial 1

Teacher: Today we will learn some new symbols. First I will read the symbol and then
you repeat after me. Proceed with 0-second time delay. Teacher reads stimulus and
prompt. Student repeats stimulus and prompt.
Trial 2
Teacher: Now we are going to practice the new symbols. I will show you a symbol. If
you know it, read it. If you do not know it, wait and I will read it to you. Then you can
read it. Proceed with 5-second time delay. Teacher reads stimulus and waits 5
seconds. Student attempts to respond with prompt. Teacher provides appropriate
feedback.
Trial 3
Same as Trial 2. Teacher: Now we are going to practice the new symbols. I will show
you a symbol. If you know it, read it. If you do not know it, wait and I will read it to
you. Then you can read it. Proceed with 5-second time delay. Teacher reads
stimulus and waits 5 seconds. Student attempts to respond with prompt. Teacher
provides appropriate feedback.