DISCRETE TRIAL TEACHING William R. Horn, Ph.D BCBA-D

DEFINITION OF DISCRETE TRIAL TEACHING ---IS A SPECIFIC TEACHING METHODOLOGY BASED ON THE BASIC PRINCIPLES OF APPLIED BEHAVIOR ANALYSIS. THE THREE TERM CONTINGENCY A---------B---------C

COMPONENTS OF A DISCRETE TRIAL (A)NTECEDENT,(“SD”), INSTRUCTION LEARNER RESPONSE (B)EHAVIOR) (C )ONSEQUENCE INTERTRIAL INTERVAL *PROMPT IS OPTIONAL

Basic Learning Paradigm Natural SD Antecedent Basic Learning Paradigm Natural prompt Behavior Response Correct? No No Nat Correction Quit? yes yes R+ Ext. Consequence

Challenged Learner’s Perspective Something Happens (I’m not sure what I am supposed to do ) Something Happens ( who cares?) Something Else Happens(I guess it will always happen) Something Else Happens (I’m Not Sure Why)

Art/Nat SD 1-Antecedent Asst? yes DT for cog/comm disorder prompt no 2-Behavior Response Correct? no 3 3 yes Ext. R+ 3-Consequence Pause before repeating 4-Intertrial interval

Sometimes teacher helps Teacher does something 1-Antecedent DT from Challenged Leaner’sPerspective Sometimes teacher helps me so I can get it right 2-Behavior I respond If I am not If I am Am I correct? I hope so! 3 Not so good happens each Time! BOOO! 3-Consequence Good Things Everytime WOW! Then we take a rest 4-Intertrial interval

BEFORE YOU BEGIN HAVE MATERIALS FOR DATA COLLECTION HAVE REINFORCERS AVAILABLE HAVE “PROGRAM” MATERIALS ENSURE TRAINING PROCEDURES ARE CLEARLY OUTLINED

ANTECEDENT, SD, INSTRUCTION SERVES AS A DISCRIMNATIVE STIMULUS-IN THE PRESENCE OF CORRECT RESPONSE IS REINFORCED--RESPONSE NOT CORRECT WILL NOT BE REINFORCED MAKE SURE YOU HAVE THE CHILD’S ATTENTION BEFORE GIVING THE INSTRUCTION WORDING OF SD SHOULD BE CLEAR. WORDING CONCISE PHRASE AS STATEMENT STATE INSTRUCTION ONCE STATE IN FIRM VOICE HAVE CLEAR BEGINNING AND END STATE WITHOUT INTERRUPTION SHOULD NOT INCLUDE ANY UNINTENTIONAL CUES OR PROMPTS INSTRUCTION SHOULD BE CONSISTENT ACROSS TRIALS PROMPTS MAY BE ADDED IF NEEDED TO INSURE HIGH LEVEL OF R+

LEARNER RESPONSE (B) CORRECT RESPONSE MUST BE CLEARLY DEFINED IN OPERATONAL TERMS THREE POSSIBLE RESPONSES: A. CORRECT B. INCORRECT C. NO RESPONSE PROMPTS OF VARING KINDS CAN BE PROVIDED TO INSURE SUCCESS

CONSEQUENCE (C ) (DELIVERED BY TEACHER) IN EARLY STAGES OF LEARNING EXAGGERATE THE CONSEQUENCES FOR CORRECT RESPONSE CONSEQUENCE NEEDS TO BE CLEARLY DISCRIMINABLE CONSEQUENCE NEEDS TO BE CONTINGENT AND IMMEDIATE CONSEQUENCE NEEDS TO BE APPLIED CONSISTENTLY CONSEQUENCE MUST BE EFFECTIVE ADULT RESPONSE WILL DEPEND UPON HOW CHILD RESPONDS CORRECT RESPONSE-REINFORCE IMMEDIATELY NO RESPONSE--PROMPT CORRECT RESPONSE AND VERBALLY ATTEND TO THE CORRECT PROMPTED RESPONSE BUT DO NOT REINFORCE. INCORRECT RESPONSE--PROVIDE CORRECTIVE FEEDBACK,PROMPT CORRECT RESPONSE,VERBALLY ATTEND TO CORRECTED RESPONSE, BUT DO NOT REINFORCE. IF TARGETED INAPPROPRIATE BEHAVIOR IS EMITTED RESPOND ACCORCING TO THE ESTABLISHED PROGRAM THAT ADDRESSES THE BEHAVIOR

PROMPT

INTERTRIAL INTERVAL BRIEF PERIOD OF TIME (5-10 SEC.) BETWEEN EACH SD---R--C SEQUENCE PROVIDES FOR CLEAR ONSET AND OFFSET OF TRAINING TRIALS ALLOWS TIME FOR DATA RECORDING ALLOWS TIME FOR REINFORCEMENT OF CORRECT RESPONSES PROVIDES A PERIOD TO ESTABLISH AND MAINTAIN RAPPORT