Using Constant Time Delay Procedures to Teach Multiplication Facts

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Abstract
Constant time delay procedures were used to teach multiplication facts to an elementary-age student with both mild learning handicaps and behavioral disorders. Fifteen facts were learned in approximately I hour of instruction. The student maintained correct levels of responding and generalized the responses across persons, settings, and skills up to 8 weeks after training was completed. The procedure was easy to implement, required little teacher preparation time, and resulted in a low percentage of student errors (2.8%). These findings extend the uses of constant time delay procedures in the research literature to a new student population (behaviorally disordered) and to a different content area (mathematics).

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