Discrete Trial Training

Question 1

DTT

Answer 1

breaking skills into smaller components

multiple components:

• attending: paying attention. looking at teacher or subject
• instructions: by teacher to learner. what behavior is expected
• prompts: optional
• learner’s response: should correlate with instruction
• feedback: reinforcer when student provides correct response
• inter-trial interval

Question 2

Placement of stimuli

Answer 2

arrange stimuli: traditional

• prepare where learner cannot reach or see
• place stimuli infront of learner
• at least 3 stimuli
• arrange: evenly spaced, in a row, in front of the learner
• target should vary across trials: never say same Sd more than two trials
• change order of the stimuli across trials

Question 3

DTT with counterbalancing

Answer 3

Arrange stimuli array in a pre-determined order in which the stimulus is equally distributed among all possible positions

Question 4

A progressive approach

Answer 4

• teacher determines placement of stimuli on each trial
• attending, location biases, novelty of the target, correctness of responding
• not bound by ruler or data sheet
• responsive to the learner or environment

Question 5

Target placement: counterbalance

Answer 5

• inadvertent reinforcement by the way things are placed- side bias
• rigid patterns of responding
• non responsive to the learner

Question 6

target placement: fixed

Answer 6

just place cards and never move them

Question 7

target placement: progressive

Answer 7

• avoids prompt dependency
• can avoid rigid patterns
• responsive to the learner

Question 8

Establishing attention: Progressive ABA

Answer 8

• artificial cues rarely used
• reinforcement control and not instructional control: provide feedback. shape better attending
• attending to relevant stimuli
• target programmatically

Question 9

Natural Language

Answer 9

• in the instruction- Sd
• vary the complexity of instructions: based on technicians judgement
• may have to say a specific thing
• use a range within and across sessions
• conditions such as age, difficulty, novelty, past responding, attending, aberrant behaviors, need to be correct

Question 10

Vary Instructions

Answer 10

• type of instructions can be varying, not the complexity
• conditions to consider:
  age, difficulty, novelty, past responding, attending, aberrant behavior, need to be correct

Question 11

Prompting: timing

Answer 11

A-B-C

prompt either right before the instruction (A) or between the instruction and the behavior (A-B)

Question 12

Wait response

Answer 12

• clinical judgement
  1 second- 1 minute
  1 sec: not enough time to process, attention is artificial, generalization does not occur

1 minute: get a lot of inattention, gives them time to engage in stereotypy behaviors

Question 13

Feedback

Answer 13

• reinforcement
• corrective
  how long to wait to provide feedback?
• initial teaching feedback should be as quickly as possible

Question 14

DTT Corrective feedback

Answer 14

quicker and more efficient learning

Question 15

Teach Towards Chaos

Answer 15

more natural- what a school format/setting would be like

Question 16

Components of Progressive DTT

Answer 16

instructional formats:

1: 1, small groups, large groups
- moves towards groups as quickly as possible

Question 17

DTT Group Instruction

Answer 17

progressive

• efficient
• train loosely
• school readiness