THE EFFECTIVENESS OF A CONSTANT TIME‐DELAY PROCEDURE TO TEACH CHAINED RESPONSES TO ADOLESCENTS WITH MENTAL RETARDATION

The effectiveness of a 5‐s constant time‐delay procedure to teach three chained food preparation behaviors to four moderately retarded adolescent students was evaluated within a multiple probe design across behaviors. Results indicate that the procedure was effective in teaching all four students to make a sandwich, boil a boil‐in‐bag item, and bake canned biscuits. The skills maintained with at least 85% accuracy over a 3‐month period. Training generalized from the school to the home setting for the 2 subjects that completed generalization probe sessions. The percentage of errors across all skills and students was less than 9%.