Using a modified constant prompt-delay procedure to teach spelling to students with physical disabilities.

Three students with physical disabilities needed to learn spelling. They could not write or speak quickly, so the team gave them extra time.

The teacher used constant time delay: show the word, wait, then give the answer if the student did not type it. The wait started at zero seconds and grew to five seconds. Students typed on keyboards or hit switches.

All three students learned to spell the target words. They kept the words after the prompts were gone. The longer response window let them hit the keys without rushing.

Jones et al. (1992) already showed that constant time delay works for quick hand-raising or pointing. Beth et al. simply stretched the delay so slow movements still count.

Lancioni et al. (2008) later swapped the human prompt for an automatic air cue with adults. Both studies keep the fade-the-help idea, but one uses people and the other uses machines.

Gwynette et al. (2020) tweaked Direct Instruction for kids who use speech tablets. Like Beth et al., they prove you can keep the teaching method if you let the learner answer in their own way and time.

If a student needs switches, eye-gaze, or extra seconds, you can still use constant time delay. Keep the prompt, stretch the wait, and watch the learner type the right answer. Try it next session: give five full seconds before you deliver the cue.