This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments. All participants acquired the self-instruction behavior in their target environments. One participant generalized this behavior to a novel environment by the completion of the study, and the other three participants required introduction of the independent variable (PTD) to master acquisition in the two generalization environments. Implications for practitioners and suggestions for effective programming of generalization in future research are discussed.

中文翻译：

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智障小学生自我指导的视频活动时间表的启动和推广

这项研究评估了渐进式延时（PTD）的效果，以教给四名智障小学生如何使用视频活动时间表进行自我指导。跨参与者设计的单例多探针和针对每个参与者的跨环境设计的多探针被用来评估自我指导行为对新型环境的普遍性。所有参与者都在目标环境中获得了自我指导行为。一名参与者通过研究的完成将这种行为推广到一个新颖的环境中，而其他三名参与者则要求引入自变量（PTD）来掌握两种推广环境中的获取。