Comparison of Progressive Time Delay with Instructive Feedback and Progressive Time Delay without Instructive Feedback for Children with Autism Spectrum Disorders

Abstract

The present study examined the effectiveness and efficiency of two instructional arrangements using the progressive time delay (PTD) procedure with 5 young children with autism. An adapted alternating treatment design was used to compare PTD with instructive feedback (IF) after the consequent event of correct responses and PTD without IF. The results suggest (a) children with autism can learn when PTD is used and IF is included after the consequent event of correct responses, (b) IF can be an effective method of instruction for children with autism, and (c) the combination of PTD and IF increases the efficiency of learning. These results are discussed within the constraints and limitations of the data and areas for future research are recommended.