The Three Primary Components Of Discrete Trial Teaching

The Three Primary Components of Discrete Trial Teaching (DTT)

Discrete Trial Training (DTT) is a highly structured behavioral teaching method used to teach new skills to individuals with autism spectrum disorder (ASD) and other developmental disabilities. Its effectiveness lies in its systematic approach, breaking down complex tasks into smaller, manageable steps. While variations exist, three primary components form the backbone of successful DTT implementation: instructional trials, prompting, and reinforcement. Understanding these components and their interplay is crucial for educators and therapists aiming to maximize the efficacy of DTT.

1. Instructional Trials: The Foundation of Structured Learning

The instructional trial is the core unit of DTT. It's a structured sequence of events designed to elicit a specific response from the learner. Each trial follows a predictable pattern, creating a clear and consistent learning environment. A typical trial comprises the following steps:

1.1. Discriminative Stimulus (SD): Setting the Stage for Learning

The SD, also known as the antecedent, is the instruction or cue that signals the opportunity for the learner to respond. This could be a verbal instruction ("Touch red"), a visual cue (pointing to a red object), or a combination of both. The clarity and consistency of the SD are critical. Ambiguity can confuse the learner and hinder progress. For example, instead of saying "Get the toy," a clearer SD would be "Give me the blue car."

Key considerations for effective SDs:

• Clarity and Simplicity: Use concise and unambiguous language or cues that are easily understood by the learner.
• Consistency: Always present the same SD in the same way to avoid confusion.
• Individualization: Tailor the SD to the learner's specific needs and abilities. A learner who responds well to visual cues might require less verbal instruction.
• Prompts should be minimized: Over-reliance on prompts will limit the learner’s opportunities to independently respond to the SD.

1.2. Response (R): Eliciting the Desired Behavior

The response (R) is the learner's reaction to the SD. This could be a verbal response, a motor action (like touching an object), or any other behavior specified by the learning objective. The goal of each trial is to elicit the correct response from the learner.

Factors influencing a learner's response:

• Previous learning history: The learner's past experiences significantly impact their ability to respond accurately to the SD.
• Motivation: A learner who is motivated to respond will be more likely to engage in the trial.
• Physical capabilities: The learner's physical abilities can influence their capacity to execute the desired response.

1.3. Consequence (C): Shaping Behavior Through Feedback

The consequence (C) follows the learner's response and determines whether the behavior is likely to be repeated. This is where reinforcement plays a pivotal role. A correct response is typically followed by a reinforcer, while an incorrect response is often followed by corrective feedback and the opportunity to try again. This process reinforces the desired behavior and shapes the learner's understanding of the task.

2. Prompting: Guiding the Learner to Success

Prompting involves providing additional assistance to the learner to elicit the correct response. Prompts are temporary aids designed to support the learner until they can perform the task independently. The goal is to systematically fade prompts, transferring stimulus control from the prompt to the SD. Effective prompt fading is crucial for generalization and independence.

2.1. Types of Prompts

Several types of prompts exist, each offering a different level of support:

• Physical Prompts: These involve physically guiding the learner's movements to perform the desired action (e.g., hand-over-hand assistance).
• Gestural Prompts: These use non-verbal cues, such as pointing or nodding, to direct the learner's attention.
• Verbal Prompts: These provide verbal instructions or cues to guide the learner's response (e.g., "Say 'ball'").
• Model Prompts: These involve demonstrating the desired behavior for the learner to imitate.
• Visual Prompts: These use visual cues such as pictures, signs, or objects to guide the learner's behavior.

2.2. Prompt Hierarchy and Fading: A Gradual Release of Support

A prompt hierarchy is a systematic sequence of prompts, ranging from most intrusive (physical prompt) to least intrusive (verbal prompt or no prompt). Prompt fading involves gradually reducing the level of assistance as the learner's performance improves. This systematic reduction ensures that the learner is ultimately able to perform the task independently.

3. Reinforcement: Motivating Learning and Shaping Behavior

Reinforcement is a crucial component of DTT, increasing the likelihood of desired behaviors occurring again. It's the consequence that follows a correct response, making the learning process enjoyable and motivating for the learner.

3.1. Types of Reinforcers

Reinforcers can be categorized as:

• Positive Reinforcement: Adding something desirable to increase the likelihood of a behavior (e.g., giving praise, providing a preferred item, or engaging in a preferred activity).
• Negative Reinforcement: Removing something undesirable to increase the likelihood of a behavior (e.g., removing a demand or aversive stimulus).

Selecting Effective Reinforcers:

The key to effective reinforcement is to identify what is truly motivating for the individual learner. This requires careful observation and assessment. Reinforcers should be:

• Contingent: Delivered only after the correct response.
• Immediate: Provided immediately following the correct response.
• Varying: Using a variety of reinforcers to maintain motivation.
• Functionally Relevant: Reinforcers should be relevant to the learner's interests and needs.

3.2. Reinforcement Schedules: Maintaining Motivation

Reinforcement schedules dictate how frequently reinforcement is delivered. Different schedules can be used to shape behavior and maintain motivation.

• Continuous Reinforcement: Reinforcing every correct response. Effective for initial learning.
• Intermittent Reinforcement: Reinforcing only some correct responses. More resistant to extinction.

Conclusion: The Interplay of Components for Optimal DTT

The effectiveness of DTT hinges on the skillful integration of instructional trials, prompting, and reinforcement. Each component plays a critical role in shaping behavior and teaching new skills. By understanding the intricacies of each component and how they interact, educators and therapists can effectively implement DTT, leading to significant improvements in learner outcomes. Remember, consistent implementation, data-driven adjustments, and a focus on individual needs are key to successful DTT implementation. Regular monitoring of progress and adaptation of the program based on the learner's responses are crucial for achieving optimal results. The flexibility to adjust the SD, prompt levels, and reinforcement strategies based on the individual's progress ensures the program remains effective and motivating. This adaptability is key to the longevity and success of DTT in fostering positive learning experiences.