When Using Discrete Trials To Teach Beginning Mands You Should

When Using Discrete Trials to Teach Beginning Mands You Should…

Discrete trial training (DTT) is a highly structured teaching method often used to teach foundational skills to individuals with autism spectrum disorder (ASD) and other developmental disabilities. When applied effectively, it can be a powerful tool for teaching a child to communicate using mands (requests). However, success relies heavily on understanding and implementing specific strategies. This article delves into the key considerations when using DTT to teach beginning mands, highlighting critical components for optimal learning and minimizing common pitfalls.

Understanding the Foundations: What are Mands?

Before diving into the specifics of DTT, it's crucial to have a solid understanding of what constitutes a mand. In applied behavior analysis (ABA), a mand is a verbal operant evoked by a motivating operation (MO). Simply put, it's a request or demand for something the learner wants. This could be a tangible item ("I want juice"), an action ("Help me"), or an attention-seeking behavior ("Look at me"). The key here is that the mand is controlled by the antecedent event (the motivating operation – the learner's need or desire) and is reinforced by receiving the desired item or action. This differs from other verbal operants like tacts (labeling) or echoes (repeating).

Identifying Motivating Operations (MOs)

Successful mand training hinges on identifying and capitalizing on the learner's MOs. This requires careful observation and assessment of the child's preferences. What toys, activities, or foods does the child consistently gravitate towards? What are they currently deprived of? The stronger the MO, the more likely the child will be motivated to make the request. Some techniques for identifying MOs include:

• Preference assessments: These structured activities help identify preferred items or activities. Methods include single-stimulus preference assessments, paired-stimulus preference assessments, and multiple-stimulus without replacement (MSWO) assessments.
• Naturalistic observation: Observing the child's behavior in their natural environment can reveal preferences and motivators.
• Trial-and-error: Experimenting with different items and activities during DTT sessions can reveal which are most motivating.

Implementing Discrete Trial Training for Beginning Mands

DTT involves breaking down a skill into small, teachable units, presenting them in a structured manner, and providing immediate feedback. Here's a breakdown of the process when teaching beginning mands:

1. Selecting Target Mands:

Start with simple, single-word mands targeting highly preferred items. Begin with items that are easily accessible and readily available. Examples include:

• "Juice"
• "Car"
• "More"
• "Help"
• "Cookie"

Avoid starting with complex phrases or abstract concepts. Progress to more complex mands only after mastery of simpler ones.

2. Setting the Stage:

The environment should be structured and free of distractions. The child should be seated comfortably, and the preferred item should be clearly visible but out of reach. This controlled environment ensures the child focuses on the task at hand.

3. The Discrete Trial:

A single DTT trial typically involves the following steps:

• SD (Discriminative Stimulus): Present the SD, which is the instructional cue. This could be a verbal prompt ("What do you want?"), a visual prompt (pointing to the item), or a combination of both.
• Response: Wait a brief period (typically 3-5 seconds) for the child to respond. If the child doesn't respond, provide a prompt.
• Consequence: If the child provides the correct mand (e.g., says "juice"), immediately deliver the reinforcer (the juice). If the response is incorrect, provide corrective feedback and re-present the trial.
• Inter-Trial Interval (ITI): A short break before the next trial begins. This prevents the child from becoming overwhelmed and allows them to process the information.

4. Prompting Hierarchy:

If the child doesn't respond to the SD, use a prompting hierarchy to guide them to the correct response. A typical hierarchy includes:

• Verbal prompt: Giving the child the answer directly.
• Gestural prompt: Pointing to the item or using other non-verbal cues.
• Model prompt: Demonstrating the correct response.
• Physical prompt: Guiding the child's hand to produce the correct response.

The goal is to gradually fade prompts as the child learns to independently mand.

5. Data Collection:

Accurately tracking the child's performance is essential for monitoring progress and making data-driven decisions. Record the following for each trial:

• SD: The prompt given.
• Response: The child's response.
• Prompt level: The level of prompting required.
• Reinforcement: Whether or not the reinforcer was delivered.

This data is invaluable for identifying areas where the child is struggling and adapting the intervention accordingly.

6. Reinforcement Strategies:

Effective reinforcement is crucial for mand acquisition. Use a variety of reinforcers, both tangible and intangible, to maintain motivation and prevent satiation. Examples include:

• Tangible reinforcers: Preferred items, toys, food.
• Intangible reinforcers: Praise, attention, access to a preferred activity.
• Social reinforcement: Smiling, hugging, positive verbal feedback.

Ensure the reinforcer is delivered immediately after the correct mand. The timing of reinforcement is critical. Delayed reinforcement is less effective.

7. Error Correction:

Handling errors effectively is just as important as reinforcing correct responses. When the child makes an error, gently correct the response and re-present the trial with a prompt. Avoid punishing incorrect responses; instead, focus on positive reinforcement.

8. Data Analysis and Program Modification:

Regularly review the collected data to determine whether the program is effective. If the child is not making progress, adjust the program parameters such as:

• Changing the target mand: Selecting easier or more motivating targets.
• Modifying the prompting hierarchy: Providing more or less support.
• Altering the reinforcement schedule: Changing the frequency or type of reinforcer.

Adjusting the program based on data analysis is critical to maximizing the effectiveness of DTT.

Beyond Basic Mands: Expanding the Repertoire

Once the child has mastered several basic mands, you can begin to expand their communication repertoire by introducing more complex mands. This may involve:

• Longer sentences: Progressing from single words to two-word phrases and then to more complex sentences.
• Different mand forms: Teaching the child to use different ways to request (e.g., "Can I have...?" "I want...").
• Indirect mands: Teaching the child to use indirect requests ("My juice is empty").
• Mand for information: Teaching the child to ask questions.

The progression should be gradual, introducing new skills only after mastery of previous ones.

Important Considerations:

• Individualization: Every child learns at their own pace. The program should be individualized to meet the specific needs and preferences of the child.
• Consistency: Consistency in implementation is essential for success. All caregivers and teachers should be trained in the same DTT procedures.
• Generalization: The goal is for the child to use mands in various settings and with different people. Plan for generalization opportunities. Implement strategies to promote generalization such as using different materials, different locations, and varying the instructors.
• Ethical Considerations: Always follow ethical guidelines when using ABA techniques. Obtain informed consent from parents or guardians, monitor for potential side effects, and prioritize the well-being of the child.

Common Pitfalls to Avoid:

• Over-prompting: Excessive prompting can hinder independent responding. Gradually fade prompts as the child shows progress.
• Inconsistent reinforcement: Inconsistent reinforcement will lead to poor performance. Ensure that reinforcement is delivered immediately and consistently after a correct response.
• Lack of data collection: Without data, it's impossible to track progress and make informed decisions. Accurate data collection is vital.
• Ignoring motivating operations: If the child isn't motivated, they won't engage in the activity. Carefully assess and select highly preferred items or activities as reinforcers.
• Neglecting error correction: Ignoring errors will not lead to learning. Implement effective error correction procedures.

Conclusion:

Discrete trial training can be a very effective method for teaching beginning mands, providing a structured approach to build crucial communication skills. However, its effectiveness depends heavily on careful planning, consistent implementation, and meticulous data analysis. By focusing on identifying motivating operations, utilizing a structured prompting hierarchy, providing immediate reinforcement, and implementing effective error correction procedures, you can maximize the success of using DTT to empower children with valuable communication tools. Remember to always prioritize the individual needs of the learner and adapt the program accordingly to achieve optimal results. A successful DTT program results not only in acquiring new skills but also in fostering independence and improving overall communication abilities.