Abstract
This paper describes an investigation to determine the effectiveness of a constant time-delay procedure used in a total task format to teach chained self-feeding skills to two preschool children with severe handicaps. Training was conducted during snacktime using a 3-sec delay interval with a controlling prompt of physical guidance. Both children learned spoon use; in addition, one child learned cup use. These behaviours maintained over time. Although there was not adequate time to teach additional behaviors to establish experimental control, results indicate that the constant time-delay procedure merits further investigation as an effective means of teaching self-feeding tasks.
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Collins, B.C., Gast, D.L., Wolery, M. et al. Using constant time delay to teach self-feeding to young students with severe/profound handicaps: Evidence of limited effectiveness. J Dev Phys Disabil 3, 157–179 (1991). https://doi.org/10.1007/BF01045931
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DOI: https://doi.org/10.1007/BF01045931