Examples of Discrete Trial Training

Autism

Discover strategies, data collection, and common mistakes for your child with autism.

Steven Zauderer

July 21, 2024

min read

Understanding Discrete Trial Training

When it comes to teaching individuals with autism, Discrete Trial Training (DTT) has proven to be an effective method. DTT breaks down skills into simplified and structured steps, teaching each step one at a time. This approach allows for focused and systematic learning, providing individuals with autism the opportunity to acquire new skills and behaviors.

Basics of DTT

Discrete Trial Training (DTT) involves three distinct parts: the trainer's presentation, the child's response, and the consequence. Each trial is designed to teach a specific skill or behavior. By breaking down complex tasks into smaller, more manageable parts, individuals with autism can learn and practice one step at a time. This approach is particularly beneficial for individuals who struggle with generalized learning.

Components of a Discrete Trial

A discrete trial consists of several key components that contribute to its effectiveness:

Antecedent: The antecedent in a discrete trial sets up the response. It is the instruction or cue given to the learner to initiate a specific behavior or skill. Clear and concise antecedents help individuals with autism understand what is expected of them.
Prompts: Prompts are used to guide the learner's response. These can be verbal, physical, or visual cues that provide assistance or hints to help the individual perform the desired behavior. Prompting aids are gradually faded over time as the individual becomes more independent.
Response: The response refers to the behavior or skill that the individual demonstrates after receiving the antecedent and prompts. The response can be a specific action, a verbalization, or any other targeted behavior. It is important to provide immediate feedback on the accuracy of the response.
Consequence for Correct Responses (Reinforcement): Correct responses in discrete trials receive positive reinforcement. Reinforcement can be in the form of verbal praise, token economy, or tangible reinforcers. The use of reinforcement encourages the individual to continue engaging in the desired behavior.
Consequence for Incorrect Response (Correction): If the individual provides an incorrect response, a correction procedure may be implemented to guide them towards the correct response. The correction procedure depends on the specific teaching program and may involve providing additional prompts or rephrasing the antecedent.
Inter-Trial Interval: The inter-trial interval refers to the pause or break between trials. This interval allows for data collection and helps maintain the child's attention. The pacing and length of the pause can be adjusted based on the individual's needs.

By implementing these components consistently, behavior analysts can identify what is working and make necessary adjustments to ensure effective teaching methods. Consistency and structure are key principles in DTT, as they help individuals with autism understand expectations and promote learning.

Understanding the basics and components of DTT lays the foundation for effective implementation. In the following sections, we will explore data collection methods, common mistakes to avoid, variations in techniques, and advancements in discrete trial teaching to further enhance the learning experience for individuals with autism.

Data Collection in Discrete-Trial Teaching

When implementing discrete trial teaching (DTT) for children with autism, accurate data collection is crucial for evaluating progress and making informed instructional decisions. Therapists utilize various methods to collect data during DTT, with two common approaches being continuous and discontinuous recording.

Continuous vs. Discontinuous Recording

Continuous recording involves documenting every learning trial during a DTT session. This method provides a more detailed representation of a child's performance and allows for a comprehensive analysis of progress [2]. However, continuous recording can result in longer sessions and delays to reinforcement.

On the other hand, discontinuous recording involves recording a sample of instructional trials rather than every single one. This approach is more efficient and easier to implement compared to continuous recording. However, it may underestimate overall performance during DTT sessions.

Enhancing Data Sensitivity

To enhance data sensitivity during data collection, therapists can employ specific strategies:

Recording Prompt Levels: One effective technique is to record the prompt levels needed for correct responses during DTT. This level of detail enhances the sensitivity of data collection, particularly when using discontinuous recording methods. By tracking the prompt levels, therapists can evaluate the child's progress in acquiring skills and determine if prompt fading is necessary.

It's important to note that while continuous recording may provide a more sensitive measure of changes in performance, discontinuous recording can still be a valuable and practical approach. It allows for efficient data collection while providing insights into a child's progress.

When collecting data during DTT, it's essential to consider the specific recording method that aligns with the goals of the therapy session and the needs of the child. By incorporating these data collection techniques, therapists can gather valuable information to monitor progress, make informed instructional decisions, and tailor the DTT program to meet the specific needs of each child with autism.

Implementing Discrete Trials

Implementing discrete trials involves carefully structuring each trial to effectively teach skills to children with autism. Two key aspects of this teaching method are antecedent and prompting, as well as reinforcement strategies.

Antecedent and Prompting

In discrete trials, the antecedent is the event or stimulus that sets up the response. It is designed to elicit a specific behavior from the learner. Antecedents can include verbal instructions, visual cues, or physical prompts. The goal is to provide a clear and consistent cue to guide the learner's response.

Prompting is an integral part of discrete trial training and is used to assist the learner in producing the desired response. Prompts can be categorized into different levels of assistance, ranging from full physical guidance to subtle verbal cues. The type and intensity of prompts used depend on the learner's needs and abilities.

The use of prompts should be faded over time to promote independence and reduce dependency on external cues. As the learner becomes more proficient, prompts are gradually reduced until the target behavior can be performed without assistance.

Reinforcement Strategies

Positive reinforcement plays a crucial role in discrete trial training. It involves providing rewards or incentives to reinforce and increase the likelihood of correct responses. Reinforcement can take various forms, such as verbal praise, tokens for a token economy system, or tangible reinforcers.

Continuous reinforcement is often used in discrete trials, where a reward is provided after every correct response (FR1 schedule). This immediate and consistent reinforcement helps to strengthen the association between the desired behavior and the positive outcome.

It is important to individualize reinforcement strategies based on the preferences and motivations of the learner. Identifying highly motivating reinforcers can enhance the effectiveness of discrete trial training and maintain the learner's engagement and interest.

By implementing effective antecedent and prompting strategies and utilizing appropriate reinforcement techniques, discrete trial training can create an optimal learning environment for children with autism. Consistency in teaching methods and careful monitoring of progress are crucial to ensure the effectiveness of this approach [1]. Remember, if the child is not learning, it may be necessary to modify the teaching method to better suit their individual needs.

Discrete trials are commonly used to teach various language and academic skills, including vocal and motor imitation, simple and conditional discriminations, labeling, and question answering. The structured and systematic nature of discrete trial teaching allows for effective instruction and targeted skill development for learners with autism.

Common Mistakes in Discrete Trial Training

When implementing discrete trial training (DTT) for children with autism, it's important to be aware of common mistakes that can undermine the effectiveness of the teaching process. In this section, we will discuss two common pitfalls: inadvertent cues and the importance of ensuring consistency.

Inadvertent Cues

In DTT, inadvertent cues can unintentionally give away answers and hinder the learning process. These cues can include subtle actions such as smiling when the learner's hand goes near the correct answer or frowning when the student reaches for the wrong answer. Other examples of inadvertent cues include:

Placing your hand near the expected correct answer
Changing voice pitch when stating the correct answer
Consistently placing the right answer in the same position among choices
Giving instructions in a predictable order

These cues can inadvertently provide hints or clues to the student, compromising the integrity of the learning experience. It is essential for instructors to be mindful of their actions and ensure that unintentional cues are minimized or eliminated during DTT sessions. By doing so, the learner can develop more independent and accurate responses.

Ensuring Consistency

Consistency is key in DTT, as it allows behavior analysts to identify what is not working and make necessary adjustments [1]. Discrete trials are scripted to ensure the teaching methods remain consistent throughout the sessions. This consistency enables behavior analysts to evaluate the effectiveness of the instruction and make informed decisions on how to modify the teaching approach if needed.

Inconsistencies in implementing DTT can lead to confusion for the learner and hinder progress. It is crucial to adhere to the established teaching protocols, including the use of salient discriminative stimuli, structured prompting schedules, and tight stimulus control. By maintaining consistency, instructors can accurately assess the learner's progress and make appropriate adjustments to maximize learning outcomes.

To avoid inadvertent cues and ensure consistency, ongoing training and supervision are vital for instructors implementing DTT. Regular feedback and observation can help identify any unintended cues and address them promptly. By maintaining a vigilant approach and upholding consistency in teaching methods, instructors can enhance the effectiveness of DTT and support the learning and development of children with autism.

Variations in Discrete Trial Techniques

When implementing discrete trial training (DTT) for children with autism, it's important to consider different variations of this teaching approach. Two common variations are massed trials versus naturalistic approaches and early intervention models.

Massed Trials vs. Naturalistic Approaches

Massed trials are a traditional form of DTT that capitalize on the rote memorization strengths often seen in children on the autism spectrum. In massed trials, the same materials, phrasing, and setting are used repeatedly to teach and reinforce specific skills. While this approach can be effective in teaching specific skills, it may not always promote generalization or real-world application. Children on the spectrum may struggle to transfer the learned skills to new settings or materials.

On the other hand, naturalistic approaches focus on teaching multiple skills simultaneously in a more natural environment. These approaches, such as the Early Start Denver Model (ESDM) and Pivotal Response Treatment (PRT), aim to motivate the child and create a more engaging learning experience. In PRT, for example, the child is asked to indicate a red versus blue car and then given the red car to roll down a ramp when they correctly point to it. ESDM, on the other hand, incorporates teaching multiple skills, such as colors and turn-taking, simultaneously. These naturalistic approaches prioritize generalization and real-world application of skills.

Early Intervention Models

Early intervention is crucial for children with autism, and various models based on Applied Behavior Analysis (ABA) principles have been developed. Two notable early intervention models are the Early Start Denver Model (ESDM) and Pivotal Response Treatment (PRT).

ESDM focuses on providing intervention as early as possible and uses a natural environment to teach multiple skills at once. For example, while teaching colors, turn-taking and other social skills may also be taught simultaneously. This comprehensive approach helps children with autism develop a broad range of skills while maintaining engagement and motivation.

PRT is highly focused on the child's motivation. The child is encouraged to initiate and respond to interactions based on their interests. For example, the child may be asked to indicate a preferred toy or answer questions related to their preferences. PRT aims to increase the child's motivation and generalize skills across different contexts [6].

Both ESDM and PRT offer alternative approaches to traditional DTT, emphasizing motivation, generalization, and a more naturalistic learning environment. These early intervention models provide valuable options for parents and professionals seeking effective interventions for children with autism.

By considering variations in discrete trial techniques, parents and professionals can choose the approach that best suits the individual needs and learning style of the child with autism. It's important to consult with a qualified professional to determine the most appropriate intervention method and tailor it to the child's unique strengths and challenges.

Advancements in Discrete Trial Teaching

As the field of autism intervention continues to evolve, advancements in discrete trial teaching (DTT) have emerged to enhance its effectiveness and appeal. Two notable advancements in DTT are embedded instruction and the comparison between traditional DTT and embedded DTT.

Embedded Instruction

Embedded instruction is a form of naturalistic intervention that involves incorporating structured learning opportunities into naturally occurring activities. Instead of solely relying on structured teaching sessions, embedded instruction identifies play-based activities based on a learner's preferences and the type of skill that needs to be taught.

In embedded instruction, the goal is to create a more natural and motivating learning environment by seamlessly integrating teaching moments into the child's everyday activities. By aligning the learning objectives with the child's interests, embedded instruction can increase engagement and promote skill acquisition in a more enjoyable way.

Comparing Traditional and Embedded DTT

A study comparing traditional DTT and embedded DTT found that both methods were equally effective in teaching receptive discriminations to children with autism. The study also revealed that embedded DTT produced more positive affect and was more preferred by one of the participants [3].

This comparison demonstrated that embedded DTT can be as efficacious and efficient as traditional DTT. It highlighted that practitioners do not have to sacrifice the speed of skill acquisition to make instruction enjoyable and appealing for learners with Autism Spectrum Disorder (ASD). By utilizing embedded instruction, educators and therapists can create a more naturalistic learning environment that aligns with a child's interests, increasing their motivation and overall engagement in the learning process.

These advancements in DTT reflect the growing recognition that effective early intervention approaches for autism, such as the Early Start Denver Model (ESDM) and Pivotal Response Treatment (PRT), are less structured and more natural than traditional DTT. These approaches focus on motivating the child and teaching multiple skills simultaneously in a natural environment. For example, the ESDM incorporates naturalistic teaching moments during play-based activities, allowing for the simultaneous teaching of multiple skills, such as colors and turn-taking.

By incorporating embedded instruction and exploring alternative approaches like the ESDM, practitioners can tailor intervention strategies to the unique needs and preferences of each child with autism. These advancements offer more flexibility and a broader range of teaching methods to promote skill development and maximize learning outcomes.