The Effects of Progressive Time Delay on Learning Acquisition in Students with Autism Spectrum Disorder
Description/Abstract/Artist Statement
This session will highlight research on an evidence-based practice used in the field of special education, progressive time delay (PTD). Specifically, we will share findings from a historical review of the literature spanning a 30-year period where we evaluated empirical research measuring the effects of PTD on learning outcomes in students with autism spectrum disorder (ASD). PTD is a near-errorless time delay procedure whereby the interventionist initially provides a controlling prompt immediately after presentation of the discriminative stimulus, hence the “near-errorless” description. After the student is successful with prompts, the interventionist gradually increases the delay interval (e.g., 2-6 seconds) to promote an independent correct response. Our research focused on effectiveness and efficiency data related to the implementation of PTD when teaching students with ASD. Published studies were analyzed by participant characteristics, experimental design, measures, and results, including follow-up and generalization data. Findings from our review confirm that PTD is an effective instructional approach for special education teachers to use when teaching students with ASD. Session attendees will understand 1) the definition of PTD, 2) how and why we conducted this extensive review of the literature on PTD to teach students with ASD, 3) how our findings contribute to the literature, and 4) how our review can be used to guide special education teachers who work with students with ASD.
Faculty Advisor/Mentor
Annemarie Horn
College Affiliation
College of Education & Professional Studies (Darden)
Presentation Type
Oral Presentation
Disciplines
Disability and Equity in Education | Special Education and Teaching
Session Title
Interdisciplinary Research #7
Location
Zoom Room GG
Start Date
3-20-2021 3:00 PM
End Date
3-20-2021 3:55 PM
The Effects of Progressive Time Delay on Learning Acquisition in Students with Autism Spectrum Disorder
Zoom Room GG
This session will highlight research on an evidence-based practice used in the field of special education, progressive time delay (PTD). Specifically, we will share findings from a historical review of the literature spanning a 30-year period where we evaluated empirical research measuring the effects of PTD on learning outcomes in students with autism spectrum disorder (ASD). PTD is a near-errorless time delay procedure whereby the interventionist initially provides a controlling prompt immediately after presentation of the discriminative stimulus, hence the “near-errorless” description. After the student is successful with prompts, the interventionist gradually increases the delay interval (e.g., 2-6 seconds) to promote an independent correct response. Our research focused on effectiveness and efficiency data related to the implementation of PTD when teaching students with ASD. Published studies were analyzed by participant characteristics, experimental design, measures, and results, including follow-up and generalization data. Findings from our review confirm that PTD is an effective instructional approach for special education teachers to use when teaching students with ASD. Session attendees will understand 1) the definition of PTD, 2) how and why we conducted this extensive review of the literature on PTD to teach students with ASD, 3) how our findings contribute to the literature, and 4) how our review can be used to guide special education teachers who work with students with ASD.