Using Time Delay to Teach Literacy to Students with Severe Developmental Disabilities

By D. Browder, L. Ahlgrim-Delzell, F. Spooner, Pamela J. Mims, Joshua N. Baker. 2009

181 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/34105853cdb4a80be2af59865fd0f7dbfaf0cfea

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice (2015, background): “…constant time delay produces positive outcomes for students with intellectual disability and/or autism (Browder, Ahlgrim-Delzell, Spooner, Mims, & Baker, 2009; Odom, Collet-Klingenberg, Rogers, & Hatton, 2010; Spooner, Knight, Browder, & Smith, 2011) and (b) constant time delay is a versatile…”
Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities (2011, unknown): “QIs in the article on time delay by Browder et al. (2009). Although Horner et al.”
Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs (2011, methodology): “For example, students in the Browder et al. (2007) study made gains in early literacy skills (i.e., comprehension, target sound identification, and reading the repeated story line) after their teachers received individual training in the use of a literacy lesson plan template (i.e., task analysis), ”
Cognitive Strategy Instruction for Improving Expository Text Comprehension of Students with Learning Disabilities: The Quality of Evidence (2011, background): “…QIs to evaluate the quality of group design (Baker et al., 2009; Chard et al., 2009; Montague & Dietz, 2009) and single-subject research studies (Browder et al., 2009; Lane, et al., 2009) led to findings of evidence-based practices (i.e., self-regulated strategy development to teach writing and…”
An Evaluation of a Multicomponent Early Literacy Program for Students With Severe Developmental Disabilities (2012, methodology): “…option is to apply evidence-based practices, such as time delay, used in prior research on literacy (Browder, Ahlgrim-Delzell, Spooner, Mims, & Baker, 2009) and to include applications of sight word learning (Collins, Evans, Creech-Galloway, Karl, & Miller, 2007) as part of the vocabulary…”
Seven Reasons to Promote Standards-Based Instruction for Students with Severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers (2011) (2012, unknown): “Despite this focus, there has been research to support academic learning (e.g., see the following reviews: Browder, Ahlgrim-Del-zell, Spooner, Mims, & Baker, 2009; Browder, Spooner, Ahlgrim-Delzell, Harris, & Wake-man, 2008; Browder, Wakeman, Spooner, Ahl-grim-Delzell, & Algozzine, 2006; Courtade,…”
Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities (2012, methodology): “The specific practices to be searched included task analysis, discrete responses, and time delay as identified in prior comprehensive reviews on literacy (Browder et al., 2006; Browder et al., 2009), mathematics (Browder et al., 2008), and science (Courtade et al., 2007; Spooner et al., in press).”