Constant Time Delay

Constant time delay is a strategy that can be used to practice recall

tasks such as recognizing colors and numbers, reading sight words,
What? and reciting multiplication facts. This is best used with individual
students or small groups. It may be adapted to use with a larger
Why? group, including an entire inclusion class.

Because of the structure of a constant time delay, students are able to practice
and develop proficiency without errors.

After initial instruction, the teacher does a round with a 0 second time delay. That is,
the teacher does not stop and wait for a response between asking the question and
How? providing a prompt, such as pointing to the answer or saying it aloud. Next, the
teacher introduces a time delay after asking each question. If the student does not
respond within that window, then the teacher gives the prompt. If the student gives
an incorrect answer, then the teacher demonstrates the correct answer and moves
on to the next task in the set.

Teacher shows a flashcard with “ELL”

Teacher: ELL stands for English Language Learners.
Teacher shows a flashcard with “LD”
Teacher: LD stands for Learning Disability.
…
Teacher: Are you ready to practice now?
Student: Yes!
Example
Teacher shows a flashcard with “LD”.
Teacher: What does LD stand for?
Student: Learning Disability
Teacher: Great! LD does stand for Learning Disability.
Teacher shows a flashcard with “ELL”.
Teacher: What does ELL stand for?
Student does not respond within the designated window of time.
Teacher: ELL stands for English Language Learner.
Steps for Implementation:
1. Choose a simple recall task.
2. Create a set of flashcards or another visual aid.
3. Introduce the set to the student(s).
4. Complete at least one round with 0 second delay.
5. When students are ready to practice, move to an appropriate delay (i.e. 5 seconds).
6. Ask a question.
7. Wait the designated time for the student to respond.
8. If the student does not answer, give a prompt (point to the card the student should point to or say the
answer) and have the student answer.
9. Record the student’s response.
+ student responds correctly without a prompt
+P student needs the prompt and then repeats the answer correctly
- student responds incorrectly before the prompt
-P students responds incorrectly after the prompt
10. Repeat steps 6-9.
Students
with
autism
Students with Students with
emotional Who? communication
disturbances Any Students disorders Students
students with mild with
working on intellectual learning
developing disabilities disabilities
Students fluency English
with ADD language
or ADHD learners

References
Appelman, M., Vail, C. O., & Lieberman-Betz, R. G. (2014). The effects of constant time delay and instructive
feedback on the acquisition of English and Spanish sight words. Journal of Early Intervention, 36(2),
131-148.
Ault, M. J., Wolery, M., Gast, D. L., Doyle, P. M., & Martin, C. P. (1990). Comparison of predictable and
unpredictable trial sequences during small-group instruction. Learning Disability Quarterly, 13(4), 12-
29.
Hua, Y., Woods-Groves, S., Kaldenberg, E. R., & Scheidecker, B. J. (2013). Effects of vocabulary instruction using
constant time delay on expository reading of young adults with intellectual disability. Focus on autism
and other developmental disabilities, 28(2), 89-100.
Hughes, T. A., & Fredrick, L. D. (2006). Teaching vocabulary with students with learning disabilities using
classwide peer tutoring and constant time delay. Journal of behavioral education, 15(1), 1-23.
Hughes, T. A., Fredrick, L. D., & Keel, M. C. (2002). Learning to effectively implement constant time delay
procedures to teach spelling. Learning Disability Quarterly, 25(2), 209-222.