Ault M J, Gast D L, Wolery M
Department of Special Education, University of Kentucky, Lexington 40506.
Am J Ment Retard. 1988 Jul;93(1):44-56.
The effectiveness and efficiency of a progressive and constant time-delay procedure was compared. Three students with moderate mental retardation were taught to read 12 words commonly found on community signs. Six words were taught using a progressive time-delay procedure and six, using a constant time-delay procedure. The effectiveness of the two procedures was evaluated through the use of a parallel treatments design across sign words and replicated across subjects. Results show that both procedures were effective, with the constant time-delay procedure slightly more efficient in terms of number of minutes of direct instructional time and number of sessions to criterion. Both procedures generated error percentages of 1.4 or less. Findings were discussed in terms of selecting instructional strategies.
比较了渐进式和恒定时间延迟程序的有效性和效率。三名中度智力障碍学生被教导阅读社区标志上常见的12个单词。六个单词采用渐进式时间延迟程序进行教学，另外六个单词采用恒定时间延迟程序进行教学。通过对标志单词采用平行处理设计并在受试者之间进行重复，评估了这两种程序的有效性。结果表明，两种程序均有效，就直接教学时间的分钟数和达到标准的课程数而言，恒定时间延迟程序效率略高。两种程序产生的错误率均为1.4或更低。从选择教学策略的角度对研究结果进行了讨论。
