This study compared conditions of brief and extended wait time on opportunities to respond, rate of responding, rate of correct responding, and disrup- tive behavior of two students with autism spectrum disorder during one-on-one teaching. Brief wait time increased students’ opportunities to respond per minute, responses per minute, and correct responses per minute. While variable, slightly fewer instances of problem behavior were also produced by the brief wait time condition. The current study supports previous findings that suggested use of brief wait time during instruction for children with learning and behavioral challenges. It does not support opposing results of previous research which favored longer wait times for teaching children with intellectual and developmental disabilities. Limita- tions and implications for future research are discussed.
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