Teaching sight word reading in a group instructional arrangement using constant time delay

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Abstract
In this investigation we examined the effectiveness of constant time delay (CTD) in a small group instructional arrangement. Five primary‐aged students in a self‐contained classroom for students with moderate delays were taught to read environmental sight words. In addition, we assessed observational learning (students learning other group members' words) across each instructional condition. The definitions of the words taught were inserted in the descriptive verbal praise statement after correct responses. We assessed students on their acquisition of the definitions of their target and observational learning words. We used a multiple probe design across word sets to assess the effectiveness of the CTD procedure in the small group instructional arrangement. The results indicated that (a) CTD was effective in teaching sight words to four students, (b) students acquired some information targeted for other students, and (c) students acquired a minimal amount of information presented in the praise statements for their own and other group members' target behaviors.

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