A Comparison of Constant Time Delay and Most-to-Least Prompting in Teaching Laundry Skills to Students with Moderate Retardation

This study investigated the effectiveness and efficiency of constant time delay and a most-to-least prompting strategy in teaching operating a washing machine and dryer to four students with moderate mental retardation. The two strategies were compared using a multi-element, alternating treatments design. Results indicated that while both strategies produced criterion level performance, which was maintained over time, constant time delay was more efficient in terms of instructional time and number of instructional errors.