Constant and Progressive Time Delay Procedures for Teaching Children With Autism: A Literature Review
Journal of Autism and Developmental Disorders
Walker, G. (2008).
Journal of Autism and Developmental Disorders, 38(2), 261-275.
This review investigates the effectiveness and efficiency of time delay strategies on teaching skills to children on the autism spectrum.
Not stated
From 1985 to 2005
Published, peer-reviewed, English-language studies (not further specified)
22
According to the authors, both constant time delay (CTD) and progressive time delay (PTD) "have been shown to be effective with persons identified with autistic characteristics, in various settings, in different instructional arrangements, and with adult instructors, regardless of their level of cognitive functioning, gender, or age ... However, the CTD procedure resulted in more errors to criterion (10.0%) than PTD (2.6%), the transfer of stimulus control occurred later in the CTD studies (after 5 sessions) than in the PTD studies (after 4 sessions), and a greater magnitude of procedural modifications was required in the CTD studies" (p. 271).
