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Constant Time Delay to Teach Reading to Students with Intellectual Disability and Autism: A Review

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Title: Constant Time Delay to Teach Reading to Students with Intellectual Disability and Autism: A Review
Language: English
Authors: Horn, Annemarie L. (ORCID 0000-0002-9595-9075), Roitsch, Jane (ORCID 0000-0003-1424-6610), Murphy, Kimberly A. (ORCID 0000-0001-9515-2645)
Source: International Journal of Developmental Disabilities. 2023 69(2):123-133.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Descriptors: Students with Disabilities, Intellectual Disability, Autism Spectrum Disorders, Reading Instruction, Evidence Based Practice, Instructional Effectiveness, Prompting, Time, Functional Reading, Educational Technology, Responses, Reading Skills, Generalization
DOI: 10.1080/20473869.2021.1907138
ISSN: 2047-3869
2047-3877
Abstract: The ability to read promotes academic success and serves as an essential prerequisite skill for many postsecondary opportunities. However, developing proficient reading skills is particularly difficult for many individuals with intellectual disability (ID) and autism spectrum disorder (ASD). Reading is an important life skill for all individuals, and it is essential for reading instruction to be grounded in research to achieve optimal learning outcomes. We conducted a review of the literature covering a 15-year period (2005-2020) to examine research measuring the effects of an evidence-based practice, constant time delay (CTD), when used as a reading intervention to teach participants with ID and/or ASD. Studies evaluated the acquisition of functional or academic reading skills across two instructional delivery methods: teacher-delivered and technology-based CTD. All reviewed research used a single case research design to experimentally validate the effects of CTD as a reading intervention, and findings across studies revealed a functional relationship between variables. That is, when applied as a reading intervention, CTD led to acquisition of academic or functional reading skills in participants with ID and/or ASD regardless of delivery method. Recommendations for research and practical application of CTD when teaching reading are provided.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1387810
Database: ERIC
FullText Text:
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  Data: Constant Time Delay to Teach Reading to Students with Intellectual Disability and Autism: A Review
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Horn%2C+Annemarie+L%2E%22">Horn, Annemarie L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9595-9075">0000-0002-9595-9075</externalLink>)<br /><searchLink fieldCode="AR" term="%22Roitsch%2C+Jane%22">Roitsch, Jane</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1424-6610">0000-0003-1424-6610</externalLink>)<br /><searchLink fieldCode="AR" term="%22Murphy%2C+Kimberly+A%2E%22">Murphy, Kimberly A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9515-2645">0000-0001-9515-2645</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Developmental+Disabilities%22"><i>International Journal of Developmental Disabilities</i></searchLink>. 2023 69(2):123-133.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 11
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  Data: 2023
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Reading%22">Functional Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Responses%22">Responses</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink>
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  Data: 10.1080/20473869.2021.1907138
– Name: ISSN
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  Data: 2047-3869<br />2047-3877
– Name: Abstract
  Label: Abstract
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  Data: The ability to read promotes academic success and serves as an essential prerequisite skill for many postsecondary opportunities. However, developing proficient reading skills is particularly difficult for many individuals with intellectual disability (ID) and autism spectrum disorder (ASD). Reading is an important life skill for all individuals, and it is essential for reading instruction to be grounded in research to achieve optimal learning outcomes. We conducted a review of the literature covering a 15-year period (2005-2020) to examine research measuring the effects of an evidence-based practice, constant time delay (CTD), when used as a reading intervention to teach participants with ID and/or ASD. Studies evaluated the acquisition of functional or academic reading skills across two instructional delivery methods: teacher-delivered and technology-based CTD. All reviewed research used a single case research design to experimentally validate the effects of CTD as a reading intervention, and findings across studies revealed a functional relationship between variables. That is, when applied as a reading intervention, CTD led to acquisition of academic or functional reading skills in participants with ID and/or ASD regardless of delivery method. Recommendations for research and practical application of CTD when teaching reading are provided.
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        Value: 10.1080/20473869.2021.1907138
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 123
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Prompting
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      – SubjectFull: Time
        Type: general
      – SubjectFull: Functional Reading
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      – SubjectFull: Educational Technology
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      – SubjectFull: Responses
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      – SubjectFull: Reading Skills
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      – SubjectFull: Generalization
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    Titles:
      – TitleFull: Constant Time Delay to Teach Reading to Students with Intellectual Disability and Autism: A Review
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