Improving classroom learning: The effectiveness of time delay within the teacch approach

Abstract

The present study investigated the effects of a constant time delay (CTD) strategy within a TEACCH approach and the views of the classroom teacher surrounding the teaching process. Three male students with autism participated in the study. Both qualitative and quantitative methods were used to collect and analyze data. Although experimental control was not built into the study, the results indicated that the CTD delivered within TEACCH frame was effective in teaching four out of the five target skills in this study. The views of the classroom teacher regarding the teaching process were positive overall. The entire acquired target skills were maintained several weeks (i.e., four to six weeks) after the intervention was terminated. Moreover, participating students performed these four skills under different conditions other than the teaching conditions. Implications for practice and directions for future research with respect to effective teaching strategies for children with autism are discussed.