Using Constant Time Delay to Teach Multiplication Facts to Two Fourth-Grade Boys with Learning Difficulties.
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| Title: | Using Constant Time Delay to Teach Multiplication Facts to Two Fourth-Grade Boys with Learning Difficulties. |
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| Authors: | Bell, Linda1 lindabell@gmx.de, Grünke, Matthias2, Barwasser, Anne2, Hoff, Susanne2 |
| Source: | Learning Disabilities - A Contemporary Journal. 2025, Vol. 23 Issue 2, p201-216. 16p. |
| Subject Terms: | *Learning disabilities, *Fourth grade (Education), *Activity programs in education, *Inclusive education, *Educational intervention, Multiplication |
| Abstract: | Constant Time Delay (CTD) is a structured, error-reducing teaching strategy with promising applications for students with mathematical learning difficulties (MLD). In this study, we systematically replicated CTD in a German inclusive classroom to evaluate its effects on multiplication fact fluency. Two fourth-grade boys with persistent multiplication difficulties but adequate addition skills participated in parallel singlecase experiments using two multiple-baseline designs across the 6-, 7-, and 8-times tables. CTD was implemented through flashcard practice, initially supported by skip counting and later complemented with math racetrack activities for motivation. Results demonstrated immediate and substantial gains in multiplication fluency for both students, confirmed through visual analysis, effect size indices (PEM-T, Tau-U), and hierarchical piecewise regression. Social validity ratings indicated high acceptance and perceived effectiveness. Limitations include the short intervention period and the combined use of supplemental strategies, findings provide preliminary evidence that CTD is a feasible and effective method for strengthening arithmetic fact retrieval in students with MLD. Future research should pursue larger-scale replications, long-term followup, and systematic isolation of CTD components to establish a stronger evidence base. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities - A Contemporary Journal is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190461252 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Using Constant Time Delay to Teach Multiplication Facts to Two Fourth-Grade Boys with Learning Difficulties. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bell%2C+Linda%22">Bell, Linda</searchLink><relatesTo>1</relatesTo><i> lindabell@gmx.de</i><br /><searchLink fieldCode="AR" term="%22Grünke%2C+Matthias%22">Grünke, Matthias</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Barwasser%2C+Anne%22">Barwasser, Anne</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Hoff%2C+Susanne%22">Hoff, Susanne</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+-+A+Contemporary+Journal%22">Learning Disabilities - A Contemporary Journal</searchLink>. 2025, Vol. 23 Issue 2, p201-216. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Fourth+grade+%28Education%29%22">Fourth grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Multiplication%22">Multiplication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Constant Time Delay (CTD) is a structured, error-reducing teaching strategy with promising applications for students with mathematical learning difficulties (MLD). In this study, we systematically replicated CTD in a German inclusive classroom to evaluate its effects on multiplication fact fluency. Two fourth-grade boys with persistent multiplication difficulties but adequate addition skills participated in parallel singlecase experiments using two multiple-baseline designs across the 6-, 7-, and 8-times tables. CTD was implemented through flashcard practice, initially supported by skip counting and later complemented with math racetrack activities for motivation. Results demonstrated immediate and substantial gains in multiplication fluency for both students, confirmed through visual analysis, effect size indices (PEM-T, Tau-U), and hierarchical piecewise regression. Social validity ratings indicated high acceptance and perceived effectiveness. Limitations include the short intervention period and the combined use of supplemental strategies, findings provide preliminary evidence that CTD is a feasible and effective method for strengthening arithmetic fact retrieval in students with MLD. Future research should pursue larger-scale replications, long-term followup, and systematic isolation of CTD components to establish a stronger evidence base. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning Disabilities - A Contemporary Journal is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190461252 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 201 Subjects: – SubjectFull: Learning disabilities Type: general – SubjectFull: Fourth grade (Education) Type: general – SubjectFull: Activity programs in education Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Multiplication Type: general Titles: – TitleFull: Using Constant Time Delay to Teach Multiplication Facts to Two Fourth-Grade Boys with Learning Difficulties. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bell, Linda – PersonEntity: Name: NameFull: Grünke, Matthias – PersonEntity: Name: NameFull: Barwasser, Anne – PersonEntity: Name: NameFull: Hoff, Susanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 19376928 Numbering: – Type: volume Value: 23 – Type: issue Value: 2 Titles: – TitleFull: Learning Disabilities - A Contemporary Journal Type: main |
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