Systematic Review of Time Delay Instruction for Teaching Young Children

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2023-06-15 DOI:10.1177/10538151231179121

Paige Bennett Eyler, Jennifer R. Ledford

{"title":"Systematic Review of Time Delay Instruction for Teaching Young Children","authors":"Paige Bennett Eyler, Jennifer R. Ledford","doi":"10.1177/10538151231179121","DOIUrl":null,"url":null,"abstract":"Background: Previous reviews did not include sources that were published in the last 14 years, indicating a need for an updated synthesis on the time delay literature. Objectives: This review was designed to synthesize outcomes for studies assessing time delay prompting procedures for teaching young children. Data sources: PsycINFO and ProQuest Dissertations & Theses Global. Eligibility criteria: To meet inclusion criteria, studies had to be written in English, include a single case design with the primary intervention being time delay. Methods: We coded descriptive characteristics and evaluated rigor using the Single-Case Analysis and Review Framework. Results: A total of 33 published and unpublished sources were included. Results were mixed but suggest that time delay is effective for teaching young children with intellectual and developmental disabilities. Limitations: We did not calculate effect sizes or conduct a meta-analysis due to the inappropriateness of most effect size metrics for acquisition data. Conclusions: Additional research is needed to (a) determine in which contexts time delay can and will be used by endogenous implementers; (b) assess outcomes for children who are non-imitative; and (c) evaluate child preferences for learning variations.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Intervention","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/10538151231179121","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

Background: Previous reviews did not include sources that were published in the last 14 years, indicating a need for an updated synthesis on the time delay literature. Objectives: This review was designed to synthesize outcomes for studies assessing time delay prompting procedures for teaching young children. Data sources: PsycINFO and ProQuest Dissertations & Theses Global. Eligibility criteria: To meet inclusion criteria, studies had to be written in English, include a single case design with the primary intervention being time delay. Methods: We coded descriptive characteristics and evaluated rigor using the Single-Case Analysis and Review Framework. Results: A total of 33 published and unpublished sources were included. Results were mixed but suggest that time delay is effective for teaching young children with intellectual and developmental disabilities. Limitations: We did not calculate effect sizes or conduct a meta-analysis due to the inappropriateness of most effect size metrics for acquisition data. Conclusions: Additional research is needed to (a) determine in which contexts time delay can and will be used by endogenous implementers; (b) assess outcomes for children who are non-imitative; and (c) evaluate child preferences for learning variations.

查看原文本刊更多论文

幼儿延时教学的系统评价

背景：先前的综述不包括过去14年中发表的来源，这表明需要对延时文献进行更新综合。目的：本综述旨在综合评估幼儿教学时间延迟提示程序的研究结果。数据来源：PsycINFO和ProQuest全球论文与论文。资格标准：为了达到入选标准，研究必须用英语书写，包括单一病例设计，主要干预措施是时间延迟。方法：我们使用单例分析和回顾框架对描述特征进行编码，并评估其严谨性。结果：共纳入33个已发表和未发表的来源。结果喜忧参半，但表明时间延迟对教育有智力和发育障碍的幼儿是有效的。局限性：由于大多数效应大小指标对采集数据不合适，我们没有计算效应大小或进行荟萃分析。结论：需要进行更多的研究，以（a）确定内源性实施者可以并将在哪些情况下使用时间延迟；（b）评估非模仿儿童的结果；以及（c）评估儿童对学习变化的偏好。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.