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ERIC Number: EJ1127228
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 11
Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers
Ivy, Sarah E.; Guerra, Jennifer A.; Hatton, Deborah D.
Journal of Visual Impairment & Blindness, v111 n1 p33-48 Jan-Feb 2017
Introduction: Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods: Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to three beginning braille readers with developmental disabilities. Procedural variations included a pre-teaching and assessment tool, a higher criterion for mastery, an increased number of trials per session, and remediated instructional feedback. Results: A functional relation was established for all three participants. Students reached mastery in four to 12 sessions in less than one hour of instruction. Although the number of correct responses decreased over time, long-term maintenance was demonstrated. Discussion: Results suggest that constant time delay is a promising strategy for teaching highly motivating words to early braille readers. Replication is required to establish constant time delay as an evidence-based practice for braille literacy. Implications for practitioners: Practitioners are encouraged to incorporate constant time delay into a comprehensive literacy program with opportunities to generalize word reading to other contexts.
Descriptors: Teaching Methods, Braille, Developmental Disabilities, Time Factors (Learning), Student Motivation, Mastery Learning, Instructional Effectiveness, Multiple Disabilities, Visual Impairments, Elementary School Students, Special Schools, Word Recognition, Intervention, Prompting, Feedback (Response), Cues, Likert Scales, Maintenance
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A