discrete trial training

Discrete Trial Teaching (DTT)

Definition and Overview

  • Discrete Trial Teaching (DTT) is a structured teaching technique rooted in Applied Behavior Analysis (ABA).

  • It involves breaking skills down into small, manageable parts that are taught independently.

  • Example of application: Teaching addition requires first mastering individual numbers and counting skills before solving addition problems.

Key Characteristics of DTT

  1. Teacher-Directed Technique

    • DTT is initiated and controlled by the teacher, unlike child-directed techniques (e.g., incidental teaching).

  2. Discriminative Stimulus (SD)

    • Each trial starts with the teacher providing an instruction or question, which serves as the SD.

    • Example SDs:

      • For clapping hands: "Clap your hands."

      • For completing a puzzle: "Do your puzzle."

  3. Structured Environment

    • DTT is conducted in a controlled environment, minimizing distractions.

    • The teacher and child are generally positioned together (e.g., at a desk or table).

    • Teaching materials should be easily accessible to the child.

  4. Multiple Opportunities (Trials)

    • Students are given several chances to practice a specific skill consecutively, with each opportunity referred to as a trial.

  5. Types of Reinforcement

    • Focus on positive reinforcement: Presentation of a stimulus following a correct response, increasing the likelihood of recurrence.

    • Preferred items can be chosen by the child or selected by the teacher to serve as reinforcers, such as snacks or toys.

    • Reinforcement should be coupled with praise to enhance effectiveness.

Steps of Discrete Trial Teaching

  1. Gain Student's Attention

    • Ensure the student is engaged by establishing eye contact, possibly using preferred items or stating the student's name.

  2. Give Instruction or Ask a Question

    • Present clear, concise instructions or questions.

      • Examples:

      • "Point to the one that barks."

      • "What’s this?"

  3. Provide Prompts

    • Use prompts to assist students in correctly responding.

    • Definition: A prompt is any assistance provided to help the student respond correctly. Examples include physical guidance or verbal cues.

  4. Reinforce Student's Response

    • After a correct response, immediately provide praise and a reward.

    • Example: "You got it! Nice work, Manny!"

    • Reinforcers increase the likelihood of future correct responses.

  5. Fade Prompts

    • Gradually reduce assistance over successive trials until the student can respond independently.

    • Examples of fading: From guiding at the wrist to the elbow to the upper arm.

    • This process is known as prompt fading.

  6. Reinforce Independent Responses

    • Offer bigger and better rewards as the student responds correctly with less assistance.

    • Example: Giving more stickers for independent answers.

  7. Introduce Distractor Trials

    • Once the student is consistently correct, introduce distractions or unrelated tasks to see if they still remember the main skill.

    • Example: After asking to identify the sound a dog makes, ask about a cat or another familiar instruction.

Errorless Teaching

  • Errorless Teaching is a technique where prompts are given immediately after the SD to prevent errors.

  • This method allows students to practice the correct response from the outset.

Error Correction Procedure

  • Consists of three steps if a student responds incorrectly:

    1. Correct the response by demonstrating or showing what is correct.

    2. Present the SD again to allow a chance to respond.

    3. Provide praise and reinforcement if the correct response is given.

Guidelines for Effective Discrete Trial Teaching

  • Present the SD only once to encourage immediate responses.

  • Consistently pair verbal praise with tangible reinforcers to strengthen behavior.

  • Use behavior-specific praise to enhance the reinforcement process.

Conclusion and Final Thoughts

  • Discrete Trial Teaching is effective for skill development, particularly in structured and controlled environments.

  • It is important to allow gradual independence and individualized learning experiences.

  • Ending lessons on a positive note encourages student engagement and receptiveness to future learning.

    • For instance, a conclusion such as: "The dog barks, you got it! Ready for balls?" can help maintain positive connections with learning outcomes.

Next Steps

  • Click on the next lesson to continue with Rethink's registered behavior technician training for more advanced techniques in Applied Behavior Analysis.

Quiz

  • Reinforce knowledge continuity through quizzes and practical assessments to track understanding and application of DTT principles.