摘要：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. Full Text The Full Text of this article is available as a PDF (132K). Selected References These references are in PubMed. This may not be the complete list of references from this article. Stevens KB, Blackhurst AE, Slaton DB. Teaching memorized spelling with a microcomputer: time delay and computer-assisted instruction. J Appl Behav Anal. 1991 Spring; 24 (1):153–160. [ PubMed ] van Daal VH, van der Leij A. Computer-based reading and spelling practice for children with learning disabilities. J Learn Disabil. 1992 Mar; 25 (3):186–195. [ PubMed ] Laport Ginna G, Levine Bruce L, Stadtmauer Edward A, Schuster Stephen J, Luger Selina M, Grupp Stephan, Bunin Nancy, Strobl Frank J, Cotte Julio, Zheng Zhaohui, Gregson Brian, Rivers Patricia, Vonderheide Robert H, Liebowitz David N, Porter David L, June Carl H. Adoptive transfer of costimulated T cells induces lymphocytosis in patients with relapsed/refractory non-Hodgkin lymphoma following CD34+-selected hematopoietic cell transplantation. Blood. 2003 Sep 15; 102 (6):2004–2013. [ PubMed ]
