Training parents to use constant time delay to teach addition facts to their children with learning disabilities

摘要

This study investigated parents' ability to reliably implement the constant time delay procedure when teaching basic addition facts to their children with learning disabilities. Further, this study examined the students' ability to acquire, generalize, and maintain the math skills taught by their parents using the constant time delay procedure. Treatment integrity checklists were used to measure the extent to which the parents reliably implemented the constant time delay procedure. A multiple-probe design across students and replicated across sets of addition facts was used. The results indicated that (1) parents of students with learning disabilities could reliably implement the constant time delay procedure with an acceptable degree of treatment integrity, (2) students with learning disabilities acquired the skills that were taught by their parents and maintained a significant level of the skills over a 1-week period, and (3) students with learning disabilities were able to generalize their newly acquired skills to a paper-and-pencil task with a high level of proficiency.;Previous research has not considered parents providing instruction using the constant time delay procedure. Prior studies involving the constant time delay have only considered teachers and peers as a means of implementing the constant time delay procedure. This investigation suggests that parents are capable of reliably and efficiently implementing a research validated instructional strategy such as the constant time delay procedure. This study provides a means of empowering parents to be a meaningful part of their children's education.