Which strategy is used to teach vocabulary in math and science for students with severe disabilities?

• A. Time delay
• B. Rote repetition with no context
• C. Silent reading without guidance
• D. Guessing strategies

Answer: (A)

Time delay is a prompting method used to teach new vocabulary by gradually waiting longer before providing a prompt after presenting the target word or symbol. This lets the student try to respond on their own first, and then the prompt is given if needed, with the prompt gradually faded. For vocabulary in math and science, this supports both understanding and correct use of terms like data, hypothesis, variable, or sum, because learners repeatedly encounter the word in a meaningful context and build the skill of retrieving it with less help over time. The approach encourages active participation and independent expression, which is particularly important for students with severe disabilities who benefit from structured, error-minimized practice that leads to durable learning and better generalization to different math and science tasks.

Rote repetition with no context doesn’t connect the word to its meaning or use, so it doesn’t help students apply terms in math or science. Silent reading without guidance isn’t accessible for many students with severe disabilities, who often need supports to access vocabulary. Guessing strategies can lead to unreliable learning and does not provide the systematic, cue-based fading needed to reliably acquire new terms. Time delay specifically supports systematic, meaningful acquisition of vocabulary in these subjects.