Date of Conferral

11-17-2025

Date of Award

November 2025

Degree

Ph.D.

School

Psychology

Advisor

Patricia Loun

Abstract

Individuals with autism spectrum disorder (ASD) often encounter challenges in securing and maintaining employment. With appropriate support, they can gradually develop the functional and social skills necessary to perform job tasks independently, fostering long-term employment and greater autonomy. Achieving independence depends on both the cognitive abilities of individuals with ASD and the instructional strategies educators employ to engage them effectively in the learning process. Constant time delay (CTD) is an evidence-based practice that has demonstrated significant benefits for individuals with ASD in skill acquisition and task mastery. This qualitative study explored the experiences of special education (SPED) teachers in implementing CTD to enhance employment outcomes for individuals with ASD. Guided by Vygotsky’s social development theory, this study emphasized the role of guided learning and social interaction in promoting autonomy. Data were collected through semi-structured interviews with seven SPED teachers trained in CTD implementation. Thematic analysis revealed seven primary themes: training and preparation, CTD implementation process, baseline and skills assessment, social interaction and communication, barriers and challenges, outcomes and impact, recommendations for improvement. Participants noted that CTD fostered confidence and self-initiation, especially when applied to natural job settings with individualized goals, to support skill transfer. Overall, the findings indicate that CTD is a powerful tool that can support positive social change through both functional skill development and social integration. This implication extends to professional development, interagency collaboration and policy, calling for systematic approach that uphold equity, dignity, and long-term success for the autism community.

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