Using Constant Time Delay to Teach Final-Letter Groupsigns in Braille.

This article focuses on the use of the constant time delay instructional method to teach braille final-letter groupsigns to a 16-year-old student with bilateral anophthalmia and an intellectual disability. The study found that constant time delay, an evidence-based practice involving fixed intervals before prompts, effectively supported the student’s acquisition, generalization, and maintenance of 12 final-letter braille contractions, leading to improved reading fluency and comprehension. The participant was able to generalize these contractions to read words and sentences, with retention observed even after a school break and virtual learning period. The study suggests that constant time delay is a time-efficient and practical strategy for teaching braille contractions to students with visual impairments and additional disabilities, while recommending further research with larger populations.