Title

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.

Presenting Author Name/s

Mindy Medrana and Natalia Allen

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

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Mar 20th, 3:00 PM Mar 20th, 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.