Using Constant Time Delay to Teach Sight Words to Students Identified as Deafblind.
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| Title: | Using Constant Time Delay to Teach Sight Words to Students Identified as Deafblind. |
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| Authors: | Demchak, MaryAnn (AUTHOR), Sutter, Chevonne (AUTHOR) |
| Source: | Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p263-284. 22p. |
| Subjects: | Word recognition, Teaching methods, Spelling ability, Elementary education, Middle school education, Psychological feedback, Experimental design, Deaf students |
| Abstract: | The present study investigated the use of constant time delay (CTD) to teach sight word recognition to students with impairments in both vision and hearing. A multiple probe design across word lists, replicated across an elementary-aged student and middle school-aged student, was used to evaluate the efficacy of CTD in teaching sight words. Both participants demonstrated mastery across three word lists. A functional relation between CTD and improved word recognition was demonstrated. The researchers informally investigated the effect of instructive feedback on correct spelling of the targeted sight words for the elementary-aged student; however, improved spelling did not occur. The results of the present study contribute to the limited body of intervention research targeting individuals identified as deafblind (i.e., co-occurring impairments in both vision and hearing). [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The present study investigated the use of constant time delay (CTD) to teach sight word recognition to students with impairments in both vision and hearing. A multiple probe design across word lists, replicated across an elementary-aged student and middle school-aged student, was used to evaluate the efficacy of CTD in teaching sight words. Both participants demonstrated mastery across three word lists. A functional relation between CTD and improved word recognition was demonstrated. The researchers informally investigated the effect of instructive feedback on correct spelling of the targeted sight words for the elementary-aged student; however, improved spelling did not occur. The results of the present study contribute to the limited body of intervention research targeting individuals identified as deafblind (i.e., co-occurring impairments in both vision and hearing). [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-024-09565-5 |
