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Using Constant Time Delay to Teach Sight Words to Students Identified as Deafblind.

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Title: Using Constant Time Delay to Teach Sight Words to Students Identified as Deafblind.
Authors: Demchak, MaryAnn (AUTHOR), Sutter, Chevonne (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p263-284. 22p.
Subjects: Word recognition, Teaching methods, Spelling ability, Elementary education, Middle school education, Psychological feedback, Experimental design, Deaf students
Abstract: The present study investigated the use of constant time delay (CTD) to teach sight word recognition to students with impairments in both vision and hearing. A multiple probe design across word lists, replicated across an elementary-aged student and middle school-aged student, was used to evaluate the efficacy of CTD in teaching sight words. Both participants demonstrated mastery across three word lists. A functional relation between CTD and improved word recognition was demonstrated. The researchers informally investigated the effect of instructive feedback on correct spelling of the targeted sight words for the elementary-aged student; however, improved spelling did not occur. The results of the present study contribute to the limited body of intervention research targeting individuals identified as deafblind (i.e., co-occurring impairments in both vision and hearing). [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature 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: Psychology and Behavioral Sciences Collection
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  Data: Using Constant Time Delay to Teach Sight Words to Students Identified as Deafblind.
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  Data: <searchLink fieldCode="AR" term="%22Demchak%2C+MaryAnn%22">Demchak, MaryAnn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sutter%2C+Chevonne%22">Sutter, Chevonne</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Mar2026, Vol. 35 Issue 1, p263-284. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br /><searchLink fieldCode="DE" term="%22Deaf+students%22">Deaf students</searchLink>
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  Label: Abstract
  Group: Ab
  Data: The present study investigated the use of constant time delay (CTD) to teach sight word recognition to students with impairments in both vision and hearing. A multiple probe design across word lists, replicated across an elementary-aged student and middle school-aged student, was used to evaluate the efficacy of CTD in teaching sight words. Both participants demonstrated mastery across three word lists. A functional relation between CTD and improved word recognition was demonstrated. The researchers informally investigated the effect of instructive feedback on correct spelling of the targeted sight words for the elementary-aged student; however, improved spelling did not occur. The results of the present study contribute to the limited body of intervention research targeting individuals identified as deafblind (i.e., co-occurring impairments in both vision and hearing). [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature 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.)
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      – Type: doi
        Value: 10.1007/s10864-024-09565-5
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      – Code: eng
        Text: English
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      – SubjectFull: Word recognition
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Spelling ability
        Type: general
      – SubjectFull: Elementary education
        Type: general
      – SubjectFull: Middle school education
        Type: general
      – SubjectFull: Psychological feedback
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      – SubjectFull: Experimental design
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      – SubjectFull: Deaf students
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      – TitleFull: Using Constant Time Delay to Teach Sight Words to Students Identified as Deafblind.
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              Text: Mar2026
              Type: published
              Y: 2026
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