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

2. 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

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

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

5. 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)

6. 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

7. 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

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

9. 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+

10. 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

11. 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

12. PROMPT

13. 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