Teaching generalized reading of product warning labels to young adults with autism using the constant time delay procedure

Maud S. Dogoe, Devender R. Banda, Robin H. Lock, Rita Feinstein

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

This study examined the effectiveness of the constant timed delay procedure for teaching two young adults with autism to read, define, and state the contextual meaning of keywords on product warning labels of common household products. Training sessions were conducted in the dyad format using flash cards. Results indicated that both participants successfully acquired the skills and generalized them across materials. Even though participants could not attain criterion on generalization across setting probes before the study ended, there were improvements in performance. The implications of the findings for future research and practice are discussed.

Original languageEnglish
Pages (from-to)204-213
Number of pages10
JournalEducation and Training in Autism and Developmental Disabilities
Volume46
Issue number2
StatePublished - Jun 2011

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