Using constant time delay to teach the recognition of functional sight words to students with significant intellectual disabilities
For the purpose of this research, a concurrent multiple baseline design was used to measure the effects of a Constant Time Delay (CTD) intervention. CTD was implemented as an intervention to support four transition students’ abilities to recognize functional sight words. The sessions were held during a summer transition program on a large university campus where students were housed in an inclusive dorm setting. Participants received the CTD intervention for the purpose of learning functional sight words. The students received the CTD intervention individually in a room designed for tutoring or study groups located in the dorms. Findings suggested that CTD was effective as evidenced by the number of sight words for 3 out of 4 participants who not only learned to recognize the ten target words but were able to generalize the words across probes and settings and maintain the words at three and six-week maintenance sessions. Results, implications, and future research are also discussed.