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Date Available
2-5-2014
Year of Publication
2014
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Faculty
Dr. Belva Collins
Faculty
Dr. Ralph Crystal
Abstract
Five elementary age students with moderate to severe intellectual disabilities were taught shape identification. A multiple probe design across behaviors, replicated across participants, was used to determine the effectiveness of constant time delay to determine the effectiveness of Constant Time Delay to teach shapes. Nontarget information was included in praise statements. All students met criterion on target information of shape identification. All students increased their ability to identify shape words, spell shape words, tell the number of sides of the shapes when presented and tell the number of angles of shapes presented. Generalization occurred during daily walks through the school and community as well as during the probe sessions.
Recommended Citation
Matthews, Samantha D., "INCLUDING NONTARGETED INFORMATION WHEN TEACHING MULTIPLE EXEMPLARS OF SHAPES WITH THE CONSTANT TIME DELAY PROCEDURE" (2014). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 7.
https://uknowledge.uky.edu/edsrc_etds/7
