Discrete Trial Teaching

April 19, 2020 Lori Ayin, M.Ed., RBT

aba training

parenting

autism

Caregiver

Discrete Trial Teaching Made Simple

Discrete Trial Teaching (DTT) was developed by Ivar Lovaas and is an

evidence-based practice (EBP) that has been used as a method of teaching individuals with Autism Spectrum Disorder for more than 40 years. It is the most widely used and well-researched form of Applied Behavior Analysis (ABA).

WHY IT WORKS
For children with autism, learning does not always come easily, nor

naturally from observing the people and environment around them. DTT works well for children with autism, and all children really, because it takes a complex skill and breaks it down into small simplified steps. Each step is taught until it is mastered in a structured way.

DISCRETE TRIAL CYCLE

It has a distinct beginning, middle and ending. The

three main components are as follows:

1) Instruction/ Sd (Discriminative Stimulus)

2) Student Response

3) Feedback/ SR+ (Reinforcing Stimulus)

Inter-Trial Interval (ITI) - this is the transition or pause of roughly 1-3 seconds before the start of the next Discrete Trial Cycle.

1 The first component of DTT, the Sd, is the instruction that

a RBT therapistgives to their student. This can be in the form of words or actions given that stimulate a behavior to happen. This must be said or shown clearly, concisely and slightly louder than a normal tone of voice. It should not involve the student’s name and be too lengthy, especially with a new student just starting ABA therapy.

2 The second component, the Response (R), is the behavior of the child that happens in response to the Sd or instruction given.

3 The last component is the Feedback/ SR+given to the child. This is the consequence that immediately follows the student’s response. If a correct response is given, the child is given SR+ right away in the form of a food, praise, a preferred toy or activity, etc. If an incorrect response or no response is given, the child receives corrective feedback by being presented with the Sd again and being prompted (P) with the correct answer immediately prior to the child’s next response.

TIPS
It is important to deliver a consequence (Feedback/ SR+) after every response so your student becomes aware of which behaviors or responses are correct and incorrect. Giving reinforcement to correct responses will make it likely the response will occur again. It's important to vary your reinforcement. Highest SR+ for correct responses that include eye contact, focus on the task and good effort will show the student that this is a behavior to repeat and therefore learn, because great things happen when I display it. While, correct responses with poor eye contact, focus and effort still receives SR+, but at moderate to lower levels.

EXAMPLES of a Discrete Trial Cycle when a student gives a correct response and incorrect response.

DTT with CORRECT Response

Materials: 2D images of a ball and bicycle

Sd: “Touch the one you ride on.”

R: Child touches the bicycle picture card.

SR+: “Right on, way to go!” RBT therapist gives lots of tickles.

DTT with INCORRECT or NO Response

Materials: 2D images of a ball and bicycle

Sd: “Touch the one you ride on.”

R: Child looks away, no picture card is touched.

(RBT therapist immediately repeats the Sd and prompts the correct answer)

Sd: “Touch the one you ride on.”

P: Therapist physically prompts the child’s hand to touch the bicycle card, making sure he is looking at the card.

SR+: “That’s right, you ride a bicycle!”

(Follow up with an independent trial)

Sd: “Touch the one you ride on.”

R: Child touches the bicycle picture card

SR+: Fabulous! You got it. RBT therapist gives some tickles.

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