Four middle school students with a developmental disability participated in a multiple probe design across students and replicated across conditions study to evaluate the effectiveness of constant time delay to teach them to create a grocery list on an iPad or iPod touch. The classroom teacher collected data on the percentage of items independently added to their electronic list and generalization measures to longer lists with novel items and using a different device. In addition, she administered a pre- and posttest on reading the list of items. Students learned to create their grocery list in seven to 16 sessions while generalization data varied. Reading scores increased from 45% to 56% points. Students expressed their device preference at the end of the study.