Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…

Constant time delay was found to be an effective strategy in teaching targeted facts to four secondary-age students with mild and moderate mental retardation. Students also learned other students' target facts through observation and learned incidental information embedded in the consequent event following correct responding. (Author/JDD)