1. *Alotaibi, B. N. (2002). The use of constant time delay in the acquisition of incidental learning when teaching functional sight word/phrases recognition to students with moderate and severe disabilities. Doctoral dissertation, University of Maryland.
2. *Anthony, L., Wolery, M., Werts, M. G., Caldwell, N. K., & Snyder, E. D. (1996). Effects of daily probing on acquisition of instructive feedback responses. Journal of Behavioral Education, 6(2), 111–133.
3. *Appelman, M., Vail, C. O., & Lieberman-Betz, R. G. (2014). The effects of constant time delay and instructive feedback on the acquisition of English and Spanish sight words. Journal of Early Intervention, 36(2), 131–148.
4. *Apple, A. L. (2005). A comparison of the use of constant time delay alone and constant time delay with instructive feedback to teach children with autism to discriminate stimuli by function, feature and class. Doctoral dissertation, University of Washington.
5. Ault, M. J., Wolery, M., Doyle, P. M., & Gast, D. L. (1989). Review of comparative studies in the instruction of students with moderate and severe handicaps. Exceptional Children, 55(4), 346–356.