title: Using a modified constant prompt-delay procedure to teach spelling to students with physical disabilities.
abstract: Current research suggests that constant delay is an effective means of teaching students through near-errorless learning. The current study examined how procedures used in previous research may be modified so that constant delay can be implemented with students who have physical disabilities that prevent them from engaging in fluent academic responding. A multiple baseline design with probes was used to assess the effectiveness of a modified constant-delay procedure in teaching spelling to students with physical disabilities. This procedure was found to be effective for all 3 students.
authors.affiliation: Georgia State University, Atlanta, USA.
authors.forename: Mari Beth
authors.initials: MB
authors.lastname: Coleman-Martin
authors.forename: Kathryn Wolff
authors.initials: KW
authors.lastname: Heller
mesh_terms: D002648:Child; D003463:Cues; D006233:Persons with Disabilities; D004777:Environment; D005260:Female; D006801:Humans; D008037:Linguistics; D008297:Male; D011597:Psychomotor Performance; D012054:Reinforcement, Psychology; D013334:Students; D013663:Teaching / Q000379:methods*