Using a constant delay to teach leisure skills to children with developmental disabilities

Abstract

The effectiveness of 4-s constant delay procedure to teach leisure skills to seven children with developmental disabilities was examined with a multiple probe design across behaviors and replicated across subjects. Results showed that the procedure was effective on teaching all children with developmental disabilities to perform leisure skills. Furthermore, these skills were maintained with at least 90% of accuracy over a four-week period. The generalized effects of the procedure were also positive. Training generalized from the trainer to another teacher with at least 77% of accuracy.