| dc.description.abstract | Prompting procedures such as Constant Time Delay (CTD) are effective in teaching various skills to young children however there exists limited evidence on the use of time delay procedures to teach children different languages. This study aimed to use CTD to teach preschool children 12 Spanish and Telugu words in a dyadic setup. This study also aimed to investigate the acquisition of 12 targets presented as instructive feedback targets and observational learning of 12 peers’ targets. To assess efficiency in this prompting procedure over acquisition of words and to analyze changes in childrens’ learning over time, we used a Multiple Probe across Behaviors single case design to assess these outcomes. Results indicated that CTD was an effective procedure for teaching preschool children with and without disabilities Spanish and Telugu words. Children also showed acquisition of instructive feedback targets when probed approximately every three sessions. Observational learning occurred for most children but to a reduced extent. Data collection is still in progress for two dyads. Modifications relating to reinforcement, time of sessions, explicit teaching procedures and number of words taught at once were made to different children throughout the study. | en_US |
