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Overview

Many individuals with autism spectrum disorders (ASD) become dependent on prompts from adults. Prompt dependence limits a learner's ability to generalize the use of skills to new situations, activities, and with a variety of individuals. Time delay, an evidence-based intervention, is particularly effective at preventing prompt dependence. Time delay is a response-prompting procedure that focuses on fading the use of prompts during instructional activities. This module provides information on time delay.

  • What's Included
  • 36 pages
  • Pre/post-assessments
  • Optional $20 certficate
  1. Identify prerequisite skills needed by learners with ASD before time delay can be implemented
  2. Identify the key components of a time delay trial
  3. Describe the steps for implementing constant and progressive time delay
  4. Explain the process of monitoring learner progress and how data are used to make decisions about increasing the time interval during teaching activities
  5. Describe the different ways in which time delay can be implemented across the school day

Module Authors

Jennifer Neitzel, Ph.D.

Jen Neitzel, Ph.D. is founder and Executive Director of the Educational Equity Institute. Dr. Neitzel was a Research Scientist at FPG Child Development Institute at the University of North Carolina. She worked on various projects including the National Professional Development Center on Autism Spectrum Disorders (NPDC). As a Content Specialist at NPDC, she developed online modules focused on evidence-based practices (EBP) to implement with children and youth with ASD. Dr. Neitzel presents at state and national conferences and is published in peer-reviewed journals. She is the author of the upcoming book, Achieving Equity and Justice in Education through the Work of Systems Change.

Module Contributors

National Professional Development Center on Autism Spectrum Disorders

The National Professional Development Center on Autism Spectrum Disorder (NPDC) was funded by the Office of Special Education Programs in the US Department of Education from 2007-2014. The work of the NPDC was a collaboration among three universities-the University of North Carolina at Chapel Hill, the University of Wisconsin at Madison, and the MIND Institute, University of California-Davis. The goal of the NPDC was to promote the use of evidence-based practices (EBPs) for children and youth with ASD, birth to 22 years of age.

Module Content Provided By

Content for this module was developed by The National Professional Development Center On Autism Spectrum Disorders

Purchasing certificates that validate successful completion of module will be available soon. More information about graduate credit and continuing education credit will be released as approvals are secured.

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