Abstract
Two case studies were utilized to teach math skills while embedding the constant time delay teaching strategy. The study targeted children who were at risk for having mathematic difficulty in school due to disabilities, socioeconomic status, and living in a rural area. Four 3- to 5-year-old children with disabilities who attended rural inclusive preschool programs participated. Results indicated that early math skills were acquired with high levels of accuracy when compared with baseline data. Due to the end of the school year, one of the four children did not participate in maintenance or generalization data sessions. However, of the three children who participated, skills were maintained and/or generalized with 100% accuracy.
| Original language | English |
|---|---|
| Pages (from-to) | 15-25 |
| Number of pages | 11 |
| Journal | Rural Special Education Quarterly |
| Volume | 38 |
| Issue number | 1 |
| DOIs | |
| State | Published - Mar 1 2019 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Office of Research and Sponsored Programs at Morehead State University, Morehead, Kentucky.
Publisher Copyright:
© Hammill Institute on Disabilities 2018.
Keywords
- constant time delay
- embedded instruction
- mathematics
- preschool
- rural special education
ASJC Scopus subject areas
- Education
- Development