A comparison of the traditionally presented constant time delay intruction and constant time delay instruction with embedded teaching on teaching community alert signs to children with autism spectrum disorders

The aim of this study is to compare effectiveness and efficiency of traditionally presented constant time delay instruction and presentation of constant time delay instruction with embedded teaching on teaching community alert signs to children with Autism Spectrum Disorders (ASD). Besides, the community alert signs' functions were studied as non-targeted information in the study at the same time. In the social validity phase of the study participants' choices of learning type were determined and non-targeted information presentation were made in respect to their choices. 4 boys with ASD were participated in the study. Participants' age range was 36-74 months. The model of the study was adapted alternating treatments design which is one of the single subject research models. The study consists of baseline, intervention, generalization and maintenance phases. Findings of the research show that there is no difference in terms of effectiveness between traditional presentation of constant time delay instruction and present constant time delay instruction with embedded on teaching community alert signs for three participants and traditional presentation of constant time delay instruction is more effective than embedded presentation. In other words, traditional presentation of constant time delay instruction and present constant time delay instruction with embedded teaching are equally effective on teaching community alert signs for three individuals with autism spectrum disorders. There is no significant difference has been seen between different settings in term of non-targeted information. According to social validity data, two of the participant's preferred traditional presentation of constant time delay instruction, while two of the participants' preferred present constant time delay instruction with embedded in teaching. There is no significant difference in terms of generalization and follow up data has been seen between traditional presentation of constant time delay instruction and present constant time delay instruction with embedded on teaching community alert signs for all participants. Key words: Autism spectrum disorders, constant time delay instruction, embedded teaching, non-targeted information, community alert sign