The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays

Previous research on the constant time delay (CTD) procedure has demonstrated the effectiveness of the procedure with students with a range of disabilities. Most research on CTD has been implemented using a didactic format. In the current study, CTD was embedded in classroom activities and routines to teach counting to young children. In addition, nontarget information (the color of the object) was included in the task direction. A multiple-probe design across numbers replicated across children was used. The results indicated that CTD was effective in teaching numbers to all three children. The acquisition of nontarget information by two of the three children was also tracked; one of these two children acquired the nontarget information.