Abstract
This study aimed to compare two conditions (progressive and fixed time delay procedure) on a presentation of prompt stimuli. Three autistic children, who had some speech problems, were taught to respond with the adequate response topograpy in some demanding situations. The teaching procedures were summarized as follows; (1) Pretraining : Shapig their response topograpy for demanding.(2) Training : Operating on the shaped response topograpy with time delay procedures. (3) Generalization tests:Probing into the generalization effects across persons, settings and untrained target responses. Two teaching procedures (progressive and fixed time delay) were compared in terms of effectiveness of occurence of target response and degree of generalization. It would be demonstrated that both time delay procedures were effective in bringing about the target responses, but it needed a few more added training sessions for the fixed time delay procedure 2 out of 3 cases, than the progressive one to acheived the acquisition criterion. These results were discussed mainly on the comparing methods for identification of the defferences of two time delay procedures.
