USE OF CONSTANT-TIME DELAY IN TEACHING MULTIPLICATION FACTS TO STUDENTS WITH LEARNING-DISABILITIES

This study investigated the effectiveness and efficiency of a constant time-delay procedure in teaching multiplication facts to three male a nd two female elementary school students, aged 9 years 6 months to 12 years 5 months, identified as learning disabled. The five students wer e taught unknown facts using a 4-second constant time-delay procedure. Data were collected on generalization to a paper-and-pencil task, to a horizontal display orientation, and to the reverse fact, as well as incidentally acquired ability to solve missing-factor problems. Result s indicated that the near-errorless learning procedure was effective a nd efficient in teaching multiplication facts to students with learnin g disabilities. Learning generalized to a paper-and-pencil task, to a different presentation orientation, and to the reverse fact.