Time Delay (TD)

Step 1. Identifying Target Skill/Behavior(s)

1. Define the target skill/behavior in terms that are observable and measurable.
2. Identify the target skill/behavior as being either:
   1. a discrete task or
   2. a chained task
3. Define learner response behaviors.

Step 2. Determining Current Skills

1. Assess a learner’s current skills by directly observing the learner during daily routines and activities.
2. Determine a learner’s current ability to:
   1. respond to instructional cues,
   2. wait,
   3. imitate others,
   4. stay seated during individual or small group work time,
   5. increase positive behaviors in response to reinforcers, and
   6. follow one-step instructions.

Step 3. Selecting the Target Stimulus and Cue/Task Direction

1. Identify one of the following as the target stimulus:
   1. a naturally occurring event,
   2. completion of one event or activity, or
   3. an external signal
2. Select at least one of the following cues to begin the teaching activity:
   1. material or environmental manipulation,
   2. task direction, or
   3. naturally occurring event.

Step 4. Selecting the Controlling Prompt

Try different prompts to identify ones that successfully elicit the desired response.

Step 5. Identifying Reinforcers

1. When choosing reinforcers for a learner with autism, identify:
   1. what has motivated the learner in the past and
   2. the learner’s deprivation state.
2. Identify a reinforcer that is appropriate for the target skill/behavior and instructional task.

Step 6. Determining the Response Interval

When determining the length of the response interval, consider:

• learner characteristics and
• task characteristics.

Step 7. Identifying Activities and Times for Teaching

1. Identify one regular time during the day when the target skill/behavior can be taught and measured.
2. Identify how many trials will be implemented during instructional activities.

Step 8. Establishing Learner Attention, Delivering the Stimulus, and Providing the Cue

Gain the learner’s attention by:

1. delivering the target stimulus,
2. using an attention-getting strategy, and
3. presenting the cue or task direction.

Step 9. Implementing the Time Delay

1. After securing the learner’s attention, presenting the target stimulus, and delivering the cue/task direction, immediately deliver the controlling prompt.
2. If the learner’s response is correct, immediately provide positive feedback by:
   1. offering reinforcement (e.g., praise, access to materials, break) and
   2. stating what the learner did (“You said, ‘More.’ Here’s more snack.”).
3. If the learner’s response is incorrect or if the learner does not respond, ignore the response and go on to the next trial.

Step 10. Increasing the Delay

(With this step, use either constant or progressive time delay. Once a time delay procedure has been chosen, follow the appropriate steps for implementing that procedure).

Constant Time Delay

1. Present the cue to the learner.
2. Wait 3 to 5 seconds for the learner to use the target skill/behavior.
3. If the learner’s response is correct, immediately provide positive feedback by:
   1. offering reinforcement (e.g., praise, access to materials, break) and
   2. stating what the learner did (e.g., “You said, ‘More.’ Here’s more snack.” “You said, ‘Two times two is four.’ That’s right. Two times two is four.”).
4. If the learner’s response is incorrect, ignore the response and go on to the next trial.
5. If the learner does not respond during the response interval:
   1. deliver the controlling prompt and
   2. insert the response interval.
6. If the learner responds correctly after the prompt (prompted correct), immediately provide reinforcement.
7. If the learner responds incorrectly after the prompt (prompted error), ignore the response and go on to the next trial.
8. If the learner does not respond after the prompt (no response), ignore the learner and go on to the next trial.

Progressive Time Delay

1. Present the cue to the learner.
2. Wait, using the increased delay time, before prompting the learner to use the skill.
3. If the learner’s response is correct, immediately provide positive feedback by:
   1. offering reinforcement (e.g., praise, access to materials, break) and
   2. stating what the learner did (e.g., “You said, ‘More.’ Here’s more snack.” “You said, ‘Two times two is four.’ That’s right. Two times two is four.”).
      
4. If the learner’s response is incorrect, ignore the response and go onto the next trial.
5. If the learner does not respond during the response interval:
   1. deliver the controlling prompt and
   2. insert another response interval.
6. If the learner responds correctly after the prompt (prompted correct), immediately provide reinforcement.
7. If the learner responds incorrectly after the prompt (prompted error), ignore the response and go on to the next trial.
8. If the learner does not respond after the prompt (no response), ignore the learner and go on to the next trial.

Step 11. Monitoring Progress

1. Record the number of correct/incorrect learner responses during the teaching activity.
2. Review progress monitoring data after two teaching activities to determine the learner’s mastery of the target skill/behavior.
3. Gradually increase the time delay (e.g., by 1-second intervals) as learners demonstrate 100% mastery of the target skill/behavior during the previous activity.