Degree Name
M.Ed. (Master of Education)
Program
Special Education
Date of Award
8-2026
Committee Chair or Co-Chairs
Pamela Mims
Committee Members
Cynthia Chambers, Luann Ley-Davis
Abstract
This study examined the effectiveness of combining peer-mediated embedded instruction with constant time-delay (CTD) procedures to improve Agriscience vocabulary learning among secondary students with moderate intellectual disability who were educated in an inclusive Agriscience classroom. A multiple-probe across participants design was conducted with three students with moderate intellectual disability. Trained peer tutors provided embedded vocabulary instruction during naturally occurring classroom activities. Results showed an increase in independent correct responding for all participants following the implementation of the intervention. Procedural fidelity, interobserver agreement, Tau-U effect size, and social validity data further demonstrated that the intervention was implemented consistently and was viewed as practical, acceptable, and beneficial by participants. Overall, the findings suggest that this instructional approach can effectively increase Agriscience vocabulary acquisition while promoting meaningful participation in inclusive secondary classrooms.
Document Type
Thesis - unrestricted
Recommended Citation
Roberts, Amy S., "Effects of Peer-Mediated Constant Time Delay Instruction on Science Vocabulary Acquisition for Students with Moderate Intellectual Disabilities" (2026). Electronic Theses and Dissertations. Paper 4739. https://dc.etsu.edu/etd/4739
Copyright
Copyright by the authors.
