THE EFFECTIVENESS OF A CONSTANT TIME-DELAY PROCEDURE TO TEACH CHAINED RESPONSES TO ADOLESCENTS WITH MENTAL RETARDATION

Authors


Department of Special Education, 229 Taylor Education Building, University of Kentucky, Lexington, Kentucky 40506-0001.

Abstract

The effectiveness of a 5-s constant time-delay procedure to teach three chained food preparation behaviors to four moderately retarded adolescent students was evaluated within a multiple probe design across behaviors. Results indicate that the procedure was effective in teaching all four students to make a sandwich, boil a boil-in-bag item, and bake canned biscuits. The skills maintained with at least 85% accuracy over a 3-month period. Training generalized from the school to the home setting for the 2 subjects that completed generalization probe sessions. The percentage of errors across all skills and students was less than 9%.

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