We investigated the influence of teacher wait‐time and intertrial interval durations on the performance of 4 multiply handicapped students during instruction in 10 skills. Four experimental conditions were evaluated: long wait‐time and long intertrial interval, long wait‐time and short intertrial interval, short wait‐time and long intertrial interval, and short wait‐time and short intertrial interval. Instructors attempted to keep short intervals as close as possible to 1 s and long intervals as close as possible to 10 s for both variables. Results showed that student performance was superior under the long wait‐time conditions irrespective of the length of the intertri