Abstract
This study examined the effectiveness of constant time delay (CTD) as a systematic instructional technique to teach three elementary-aged students identified with mild to moderate disabilities how to complete a vocabulary graphic organizer using words identified from their grade level social studies textbook. The researcher used CTD to teach the participants how to complete the graphic organizer while embedding instructive feedback. A multiple probe design across three participants was used to examine the effectiveness of the intervention. Results indicate that CTD was effective in teaching participants how to complete the graphic organizer. Additionally, participant acquired information through instructive feedback (e.g., glossary usage, context clues, vocabulary connections).
Recommended Citation
Ackerman, Kera B. and Horn, Channon K.
(2024)
"Teaching Vocabulary Graphic Organizers to Students with Disabilities Using the Constant Time Delay Procedure,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 11:
Iss.
2, Article 1.
DOI: https://doi.org/10.61611/2995-5904.1058
Available at:
https://digitalcommons.murraystate.edu/ktej/vol11/iss2/1
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons, Special Education and Teaching Commons
