Two case studies were utilized to teach math skills while embedding the constant time delay teaching strategy. The study targeted children who were at risk for having mathematic difficulty in school due to disabilities, socioeconomic status, and living in a rural area. Four 3- to 5-year-old children with disabilities who attended rural inclusive preschool programs participated. Results indicated that early math skills were acquired with high levels of accuracy when compared with baseline data. Due to the end of the school year, one of the four children did not participate in maintenance or generalization data sessions. However, of the three children who participated, skills were maintained and/or generalized with 100% accuracy.

中文翻译：

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在农村混合式早期儿童环境中向残疾幼儿教授早期数学技能

两个案例研究被用来教授数学技能，同时嵌入恒定时间延迟教学策略。该研究针对因残疾、社会经济地位和居住在农村地区而在学校有数学困难风险的儿童。参加了农村包容性学前班的四名 3 至 5 岁残疾儿童参加了此次活动。结果表明，与基线数据相比，早期数学技能的获得具有较高的准确度。由于学年结束，四个孩子中的一个没有参加维护或概括数据会议。然而，在参与的三个孩子中，技能得以 100% 准确地保持和/或概括。