DTT presentation SPCE 683

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Dec 6, 2023

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Suellen Cummings SPCE 683 Staff Training on Discrete Trial Training (DTT)

What is Discrete Trial Training? • Discrete Trial Training, also known as DTT, refers to an intervention that is commonly included with other treatment procedures to teach individuals diagnosed with Autism Spectrum Disorder (ASD) a variety of skills. • Evidence has shown that DTT, when implemented as the sole intervention, has been effective in teaching a variety of skills including social skills, play skills, receptive labels, expressive labels, and asking questions. (Leaf et. al., 2016)

Some Steps used in DTT 1. Antecedent 2. Response 3. Positive and Negative reinforcement 4. Punishment 5. Maintenance 6. Generalization

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Three-Term Contingency • Each discrete trial consists of three primary components. In other words, a three-term contingency that is known as the ABCs of behavior. - (a) Antecedent (events that occur immediately before the behavior) - (b) Behavior (the response) - (c) Consequence (the reinforcement or punishment that is given by the therapist immediately after the behavior) (Leaf et. al., 2016)

Positive Reinforcement • If the client engages in a correct response, then the child would be reinforced through positive reinforcement. • Reinforcement is a critical component of a behavioral intervention because it increases the probability of skill acquisition (Chezan & Drasgow, 2017). • Positive reinforcement: A tangible item or positive word encouragement would be used to encourage continuous use of appropriate responses. • Examples: Therapist asks client, “Point to dog”. The client points to the correct picture of the dog. Therapist then says, ”Great job pointing to Dog!” Gives the client access to trains for 2 minutes

Negative Reinforcement • Negative Reinforcement is when the occurrence of a response produces the removal, termination, reduction, or postponement of a reinforcement. Negative reinforcement is used to decrease challenging behaviors. • Negative Reinforcement removes access to reinforcer. • Negative Reinforcement can decrease problematic behaviors. • If client does not answer questions correctly, the instructor would remove access to trains and continue with DTT. For example, therapist says "Find dog. therapist points to dog. Client then points to cow. therapist says "no" and avoids eye contact. therapist takes cards away and rearranges them in front of the client. therapist moves on to error correction procedure. (Cooper et. al., 1987).

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Punishment • Punishment is defined as when a response is followed immediately by a stimulus change that decreases the future frequency of similar responses. There is positive punishment and negative punishment. positive punishment occurs when the presentation of a stimulus immediately following a behavior results in a decrease in the frequency of the behavior. negative punishment involves the termination of an already present stimulus immediately following a behavior that results in a decrease in the future frequency of the behavior (Cooper et. al., 1987). • An example of positive punishment: if a child kicks another child, the therapist may put that child in a room by themselves, which is a form of positive punishment. • An example of negative punishment: For example, if a child hits another child because they are not wanting to share a toy, the therapist may take the toy away, which is a form of negative punishment. • The use of punishment should be a last resort. (Cooper et. al., 1987).

Maintenance • Maintenance in ABA therapy refers to the ability to apply a previously learned skill and apply that skills even when all prompting has been removed. • Repetition of DTT trial will be done until client mastered skill with no prompting. • Example: Therapist says ”touch dog”, the client then points to dog and is not prompted to do so. • Maintenance is very important. Practicing maintenance can reinforce what skills the client has learned as well as helps generalize these skills outside of the clinical environment, for example, in school or at home. (Cooper et. al., 1987).

Generalization • Generalization is the ability for a client to apply a previously learned skill in different environments, under different conditions, and to continue to exhibit that skill over time. • Generalization looks like being able to apply a previous learned skill to something learned in a specific situation to other similar situations. • Would be able to use learned skill through DTT in all kinds of different environments and different stimulus. • Example: Client is able to answer question to find dog in all kinds of different environments. (School, therapy room, home). Client can answer the question to find dog with different images of dogs. Some may be cartoon pictures, some may be real pictures, some may be drawn pictures. The client can answer question to find dog when asked in different phrasing. (show me dog, point to dog, touch dog, etc.)

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References • Chezan, L. C., & Draseow, E. (2017). A comparison of continuous and discontinuous data collection systems on the acquisition, generalization, and maintenance of tacting in three young children with autism spectrum disorder during discrete-trial training. Evidence-Based Communication Assessment & Intervention, 11(1), 1-8. DOl: 10.1080/17489539.2017.131140 • Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. Merrill Publishing Co. • Leaf, J. B., Cihon, J. H., Leaf, R., McEachin, J., & Taubman, M. (2017). A progressive approach to discrete trial teaching: Some current guidelines. International Electronic Journal of Elementary Education , 9 (2), 361–372. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/163 • Ward-Horner, J. & Sturney, P. (2008). The effects of general-case training and behavioral skills training on the generalization of parents' use of discrete-trial teaching, child correct responses, and child maladaptive behavior. Behavioral Interventions, 23(4), 271-284

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