Research article summary (published 31 May 2007):

Constant and progressive time delay procedures for teaching children with autism: a literature review.

Full Abstract

A review of 22 empirical studies examining the use of constant (CTD) and progressive (PTD) time delay procedures employed with children with autism frames an indirect analysis of the demographic, procedural, methodological, and outcome parameters of existing research. None of the previous manuscripts compared the two response prompting procedures. This review suggests that the effectiveness of the two procedures is similar on some variables. However, the CTD procedure resulted in more errors to criterion, a greater magnitude of procedural modifications, and in a delayed moment of transfer of stimulus control than in the PTD studies. Conclusions may influence clinical and educational practices and indicate a need for research.

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Author information

Author/s: Walker, Gabriela (G);

Affiliation: Department of Communication Sciences and Special Education, University of Georgia, Athens, GA, USA. gab_rielaa@yahoo.com

Journal and publication information

Publication Type: Comparative Study; Journal Article; Review

Journal: Journal of autism and developmental disorders (J Autism Dev Disord), published in United States. (Language: eng)

Reference: 2008-Feb; vol 38 (issue 2) : pp 261-75

Dates: Created 2008/01/25; Completed 2008/05/16;

PMID: 17546491, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Asperger Syndrome - diagnosis; psychology; therapy Child Child Development Disorders, Pervasive - diagnosis; psychology; therapy Education, Special - methods Generalization (Psychology)

Humans Outcome and Process Assessment (Health Care) Reinforcement Schedule Time Perception Transfer (Psychology)

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