Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure

被引：20

作者：

Britton, Nicole Scott ^{[1
]}

Collins, Belva C. ^{[2
]}

Ault, Melinda Jones ^{[3
]}

Bausch, Margaret E. ^{[3
]}

机构：

[1] Washington Cty Sch, Springfield, KY USA

[2] Univ North Carolina Charlotte, 9201 Univ Blvd,COED 348, Charlotte, NC 28223 USA

[3] Univ Kentucky, Lexington, KY 40506 USA

来源：

FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES | 2017年 / 32卷 / 02期

关键词：

systematic instruction; constant time delay; simultaneous prompting; paraprofessional; peer tutor; MODERATE DISABILITIES; EMBEDDED INSTRUCTION; SECONDARY STUDENTS; LEISURE SKILLS; ADOLESCENTS; ACQUISITION; EDUCATION; ADULTS; WORDS;

D O I：

10.1177/1088357615587505

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：102 / 113

页数：12

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