Effects of Using Constant Time Delay in Small Group Instruction to Teach Number Identification Skills to Students with Intellectual Disability

Abstract

This study aims to examine the effectiveness of constant time delay (CTD) in a small group teaching arrangement implemented in distance learning on teaching identifying the names of numbers with two digits. A multiple probe design across subjects was used to assess the effect of CTD. Participants of the study were four elementary school students with intellectual disabilities. Maintenance and acquisition of non-target skills through observational learning was assessed. Results showed that all students acquired and maintained the target skills. Data of observational learning showed that students acquired some of the non-target skills. Keywords: Intellectual Disability، Constant Time Delay، Number Identification، Small-Group instruction, Distance Learning, Multiple Probe Design.