Archived
This content is available here strictly for research, reference, and/or recordkeeping and as such it may not be fully accessible. If you work or study at University of Kentucky and would like to request an accessible version, please use the SensusAccess Document Converter.
Author ORCID Identifier
Date Available
12-7-2021
Year of Publication
2021
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Counselor Education
Faculty
Dr. Melinda J. Ault
Faculty
Dr. Melinda J. Ault
Abstract
Constant time delay (CTD) is a near-errorless response prompting procedure that involves a presentation of a stimulus, a delay interval, and a controlling prompt. The purpose of this study was to determine the effectiveness of teaching vowel/consonant digraph sounds to children with mild disabilities using constant time delay. A multiple probe (conditions) across behaviors design, replicated with three students, was used. The results indicated that CTD is effective in teaching vowel/consonant digraphs to elementary students with mild disabilities which then generalize to reading words containing those same digraphs.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2021.431
Recommended Citation
Schuer, Sara, "THE EFFECTS OF USING CONSTANT TIME DELAY TO TEACH DIGRAPHS TO ELEMENTARY STUDENTS WITH MILD DISABILITIES" (2021). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 104.
https://uknowledge.uky.edu/edsrc_etds/104
