Constant Time Delay: One Way to Provide Positive Behavioral Support for Students with Emotional and Behavioral Disorders
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| Title: | Constant Time Delay: One Way to Provide Positive Behavioral Support for Students with Emotional and Behavioral Disorders |
|---|---|
| Language: | English |
| Authors: | Stevens, Kay B., Lingo, Amy S. |
| Source: | Beyond Behavior. Spr 2005 15(2):10-15. |
| Availability: | Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/beyondbehavior/index.cfm?categoryID=D646D293-C09F-1D6F-F9C4E203B21F5EB8 |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 6 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Behavior Disorders, Emotional Disturbances, Special Needs Students, Student Needs, Time, Skill Development, Social Development, Teaching Methods, Student Participation, Feedback (Response) |
| ISSN: | 1074-2956 |
| Abstract: | Teachers of students with emotional and behavioral disorders (EBD) understand conceptually, emotionally, and legally the importance of using research-based procedures as well as positive behavioral supports. One way to provide positive behavioral support for students with EBD is constant time delay (CTD). CTD is an instructional delivery procedure that has been used since the early 1970s to teach a variety of skills to students with disabilities. The procedure includes the features of sound instructional delivery and is designed specifically to set students up to succeed through systematic, predictable, nearly errorless instruction. The procedure has many benefits for learners who find acquiring information and memorizing facts daunting. The purpose of this article is to describe the CTD procedure in a manner that allows readers to implement it reliably and thus to provide students the opportunity to succeed while acquiring new skills and information. The CTD procedure is actually very simple in that it is based on requesting some response from a student (e.g., read a word or group of words, write the answer to a math fact, name an object, spell a word) and telling or showing the student the correct response if he or she is unsure. Although the premise is simple, the instructional delivery procedure is very systematic and must be implemented accurately to obtain the full benefit. This article will (a) present the conceptual model on which CTD is based; (b) introduce and review terminology related to the CTD procedure; (c) delineate the implementation of the procedure; (d) describe how progress is monitored when using CTD; and (e) provide research-based examples of content taught using the CTD procedure. (Contains 5 tables and 1 figure.) |
| Abstractor: | ERIC |
| Number of References: | 24 |
| Entry Date: | 2009 |
| Access URL: | https://www.ccbd.net/publication/beyondbehavior |
| Accession Number: | EJ845905 |
| Database: | ERIC |
| Abstract: | Teachers of students with emotional and behavioral disorders (EBD) understand conceptually, emotionally, and legally the importance of using research-based procedures as well as positive behavioral supports. One way to provide positive behavioral support for students with EBD is constant time delay (CTD). CTD is an instructional delivery procedure that has been used since the early 1970s to teach a variety of skills to students with disabilities. The procedure includes the features of sound instructional delivery and is designed specifically to set students up to succeed through systematic, predictable, nearly errorless instruction. The procedure has many benefits for learners who find acquiring information and memorizing facts daunting. The purpose of this article is to describe the CTD procedure in a manner that allows readers to implement it reliably and thus to provide students the opportunity to succeed while acquiring new skills and information. The CTD procedure is actually very simple in that it is based on requesting some response from a student (e.g., read a word or group of words, write the answer to a math fact, name an object, spell a word) and telling or showing the student the correct response if he or she is unsure. Although the premise is simple, the instructional delivery procedure is very systematic and must be implemented accurately to obtain the full benefit. This article will (a) present the conceptual model on which CTD is based; (b) introduce and review terminology related to the CTD procedure; (c) delineate the implementation of the procedure; (d) describe how progress is monitored when using CTD; and (e) provide research-based examples of content taught using the CTD procedure. (Contains 5 tables and 1 figure.) |
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| ISSN: | 1074-2956 |
