Abstract
Within the context of a multiple baseline design, the researchers in this investigation used a constant time delay (CTD) procedure to teach two classroom support personnel (i.e., paraprofessional, peer tutor) to use a simultaneous prompting (SP) procedure when teaching a high school student with a moderate intellectual disability to (a) identify words from science core content, (b) identify words from social studies core content, (c) make Kool-Aid, and (d) alphabetize last names by their first letters. The classroom teacher implemented the CTD procedure with a high degree of fidelity, the paraprofessional and the peer tutor implemented the SP procedure with high levels of fidelity, and the student increased his ability to perform the targeted skills.
Original language | English |
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Pages (from-to) | 102-113 |
Number of pages | 12 |
Journal | Focus on Autism and Other Developmental Disabilities |
Volume | 32 |
Issue number | 2 |
DOIs | |
State | Published - Jun 1 2017 |
Bibliographical note
Publisher Copyright:© Hammill Institute on Disabilities 2015.
Keywords
- constant time delay
- paraprofessional
- peer tutor
- simultaneous prompting
- systematic instruction
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Neurology
- Clinical Neurology
- Cognitive Neuroscience
- Psychiatry and Mental health