A Comparison of Constant Time Delay and Simultaneous Prompting Within Embedded Instruction in General Education Classes with Students with Moderate to Severe Disabilities |
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Authors: | Tim Riesen John McDonnell Jesse W. Johnson Shamby Polychronis Matt Jameson |
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Affiliation: | (1) Department of Special Education, College of Education, University of Utah, Salt Lake City, Utah;(2) Department of Human Development and Learning, East Tennessee State University, Johnson City, Tennessee |
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Abstract: | An adapted alternating treatment design was used to measure the effectiveness of constant time delay and simultaneous prompting procedures within an embedded instruction format on the acquisition of academic skills. Four middle school students with moderate to severe disabilities and the paraprofessionals who supported these students in their general education classes participated in the study. The results of the study indicated that both procedures were effective in promoting the acquisition of the target skills. However, the constant time delay procedure was more effective for two of the students and the simultaneous prompting procedure was more effective for the remaining students. Results are discussed in terms of future research and implications for supporting the inclusion of students with moderate and severe disabilities in general education classes. |
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Keywords: | simultaneous prompting constant time delay embedded instruction inclusion students with moderate and severe disabilities |
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