Literature Review: Progressive Time Delay as an Instructional Method for Students with Autism Spectrum Disorder

We conducted a review of the literature on articles published between 1990 and 2020 that measured the effects of progressive time delay (PTD) on skill acquisition in students with autism spectrum disorder (ASD). In all, 11 experimental research articles, each of which employed a single-case methodology, were deemed appropriate for our review according to inclusionary criteria. We analyzed studies according to methodological details, including participant information, dependent variables, skill acquisition, generalization, and follow-up measures. Findings from our review support the efficacy of PTD as an instructional procedure used to teach students with ASD. That is, all of the reviewed empirical investigations showed positive learner growth as a result of the PTD intervention. Accordingly, we offer implications for research and practice based on findings from our review