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Comparison of Constant Time Delay and Simultaneous Prompting to Teach Word Reading Skills to Students with Intellectual Disability
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Aldosiry, Norah – International Journal of Developmental Disabilities, 2022
This study compares the effectiveness and efficiency of constant time delay (CTD) and simultaneous prompting (SP) to teach decoding and word reading to four students, 7 to 9 years of age, with intellectual disabilities (ID) in the mild to moderate range. An adapted alternating treatment design was implemented to assess the two methods. The results…
Descriptors: Students with Disabilities, Program Effectiveness, Prompting, Time
Comparing Self-Directed Video Prompting to Least-to-Most Prompting in Post-Secondary Students with Moderate Intellectual Disabilities
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Cannella-Malone, Helen I.; Chan, Jeffrey M.; Jimenez, Eliseo D. – International Journal of Developmental Disabilities, 2017
Objectives: This study compared the effects of self-directed video prompting with error correction using an iPod Touch to least-to-most prompting on teaching vocational skills to two post-secondary students with moderate intellectual disabilities. Methods: Students were first taught to use the inPromptu mobile application on the iPod Touch. They…
Descriptors: Prompting, College Students, Moderate Intellectual Disability, Video Technology