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🎯 Skill Acquisition

Discrete Trial Training

Understanding discrete trial training in ABA

Topic 1 of 6

Discrete Trial Training (DTT)

Discrete Trial Training (DTT) is a structured teaching methodology that is fundamental to Applied Behavior Analysis (ABA). This systematic approach breaks skills down into small, manageable components and teaches them through repeated trials with clear beginnings and endings. DTT is particularly effective for teaching new skills, concepts, and behaviors in a controlled and efficient manner.

Fundamentals of Discrete Trial Training

Definition and Core Characteristics

Discrete Trial Training is characterized by:

  1. Structured Format: Highly organized teaching approach with clear steps
  2. Discrete Trials: Each learning opportunity has a clear beginning and end
  3. Repeated Practice: Multiple opportunities to practice the same skill
  4. Prompting and Fading: Systematic assistance that is gradually removed
  5. Immediate Reinforcement: Prompt delivery of reinforcers following correct responses
  6. Data Collection: Systematic recording of performance on each trial
  7. Mastery Criteria: Clear standards for when a skill is considered learned

Components of a Discrete Trial

A complete discrete trial consists of five parts:

  1. Discriminative Stimulus (SD): The instruction or cue that signals the learner to respond

    • Clear, concise, and consistent
    • Appropriate to the learner’s language level
    • Examples: “Touch blue,” “What is this?”, “Show me same”

  2. Prompt: Additional help provided to increase the likelihood of a correct response

    • May be physical, verbal, gestural, or visual
    • Systematically faded as learning progresses
    • Delivered according to specific prompting procedures

  3. Response: The learner’s behavior following the SD and prompt

    • May be correct, incorrect, or no response
    • Timing of response is often recorded
    • Quality of response may be noted

  4. Consequence: What follows the learner’s response

    • Reinforcement for correct responses
    • Correction or neutral response for incorrect responses
    • Delivered immediately after the response

  5. Inter-trial Interval (ITI): Brief pause between trials

    • Typically 1-5 seconds
    • Provides clear separation between trials
    • Allows for data recording and preparation for next trial

Example of a Complete Discrete Trial

Target Skill: Identifying colors

Trial Sequence:

  1. SD: Teacher places red and blue cards on table and says, “Touch blue”
  2. Prompt: Teacher points toward the blue card (if needed)
  3. Response: Child touches the blue card
  4. Consequence: Teacher says “Great job touching blue!” and gives high-five
  5. ITI: Teacher pauses for 3 seconds, records data, then prepares for next trial

Implementation of DTT

Setting Up for Success

Effective DTT implementation requires careful preparation:

  1. Environment:

    • Distraction-free setting
    • Appropriate seating arrangement
    • Materials organized and readily available
    • Reinforcers prepared and accessible
    • Data collection systems ready

  2. Session Structure:

    • Clear session duration (typically 5-30 minutes)
    • Planned number of trials
    • Mix of maintenance and acquisition targets
    • Variety of tasks to maintain engagement
    • Scheduled breaks as needed

  3. Materials Selection:

    • Age and developmentally appropriate
    • Multiple exemplars for generalization
    • Durable and safe
    • Easily manipulated by instructor
    • Visually clear and distinct

Prompting Procedures in DTT

Prompts are systematically used and faded in DTT:

  1. Types of Prompts:

    • Physical: Hand-over-hand guidance
    • Model: Demonstrating the correct response
    • Gestural: Pointing or motioning
    • Verbal: Providing verbal hints or instructions
    • Visual: Pictures or written cues

  2. Prompting Hierarchies:

    • Most-to-Least (MTL): Begin with most intrusive prompt, gradually fade
    • Least-to-Most (LTM): Begin with least intrusive prompt, increase as needed
    • Graduated Guidance: Fluid adjustment of physical prompts
    • Time Delay: Inserting pause before providing prompt

  3. Transfer of Stimulus Control:

    • Gradual shift from prompt control to natural SD control
    • Systematic fading of prompts
    • Monitoring for independent responding
    • Testing trials without prompts

Reinforcement in DTT

Reinforcement is critical to the effectiveness of DTT:

  1. Reinforcer Selection:

    • Based on preference assessments
    • Individualized to learner
    • Age and socially appropriate
    • Varied to prevent satiation
    • Natural when possible

  2. Reinforcement Schedule:

    • Initially continuous (CRF) for new skills
    • Gradually thinned as skill develops
    • Intermittent schedules for maintenance
    • Differential reinforcement for quality responses
    • Token systems for older learners

  3. Delivery Characteristics:

    • Immediate following correct response
    • Paired with specific praise
    • Contingent on target behavior
    • Appropriate magnitude
    • Efficient to deliver

Error Correction Procedures

When errors occur, systematic correction procedures are implemented:

  1. Common Error Correction Methods:

    • Error-Correction Trial: Immediately re-present SD with increased prompt
    • Return to Easy Task: Switch to mastered task before returning to error
    • Multiple Opportunity Method: Complete trial with prompt after error
    • Instructional Feedback: Provide information about correct response

  2. Key Components of Effective Correction:

    • Immediate implementation following error
    • Neutral tone and affect
    • Clear demonstration of correct response
    • Opportunity to practice correct response
    • Return to independent responding

  3. Preventing Error Patterns:

    • Adjust prompt level if repeated errors occur
    • Review task analysis and prerequisite skills
    • Assess motivational factors
    • Consider alternative teaching strategies
    • Evaluate reinforcement effectiveness

Data Collection and Analysis

Systematic data collection is essential to DTT:

Trial-by-Trial Data

The most common data collection method in DTT:

  1. Recording Options:

    • Correct/Incorrect (+/-)
    • Prompt level required (P, G, V, I)
    • Response latency
    • Specific error types
    • Problem behaviors

  2. Data Sheet Organization:

    • Target skill clearly identified
    • Date and session information
    • Space for multiple trials
    • Prompt key defined
    • Summary calculation area

  3. Calculating Performance:

    • Percentage of independent correct responses
    • Percentage of prompted correct responses
    • Error analysis patterns
    • Response latency averages
    • Prompt dependency measures

Mastery Criteria

Clear standards for when a skill is considered mastered:

  1. Common Mastery Criteria:

    • 80-90% correct across 2-3 consecutive sessions
    • 100% correct for critical safety skills
    • Independent responding without prompts
    • Generalization across materials/people/settings
    • Maintenance over time

  2. Decision Making Based on Data:

    • Continue current procedure if progress is steady
    • Modify prompting if progress is slow
    • Adjust reinforcement if motivation is low
    • Move to maintenance if mastery is achieved
    • Reassess prerequisite skills if no progress

Graphing and Visual Analysis

Visual representation of DTT data:

  1. Graph Types:

    • Line graphs showing percentage correct over sessions
    • Cumulative graphs showing skill acquisition
    • Bar graphs comparing different skills
    • Prompt level graphs showing fading progress

  2. Analysis Techniques:

    • Trend analysis (direction of change)
    • Level analysis (magnitude of performance)
    • Variability assessment (consistency)
    • Comparison to baseline or previous phases
    • Evaluation against mastery criteria

Applications of DTT

Skills Commonly Taught with DTT

DTT is particularly effective for teaching:

  1. Receptive Language:

    • Following instructions
    • Identifying objects/pictures
    • Understanding concepts (colors, shapes, sizes)
    • Comprehending prepositions and attributes
    • Responding to questions

  2. Expressive Language:

    • Labeling objects and pictures
    • Answering questions
    • Using sentences and grammar
    • Describing functions and features
    • Conversational skills

  3. Pre-Academic/Academic Skills:

    • Letter and number recognition
    • Counting and one-to-one correspondence
    • Reading sight words
    • Basic math operations
    • Writing and spelling

  4. Social Skills:

    • Eye contact and joint attention
    • Turn-taking
    • Greetings and farewells
    • Responding to social questions
    • Perspective-taking components

  5. Self-Help Skills:

    • Components of dressing, eating, toileting
    • Following routines
    • Using tools and materials
    • Safety responses
    • Independence steps

Adapting DTT for Different Learners

DTT can be modified to meet individual needs:

  1. Age Adaptations:

    • Early Learners: Shorter sessions, more reinforcement, simpler SDs
    • School-Age: Longer sessions, academic content, token systems
    • Adolescents/Adults: Age-appropriate materials, functional skills, natural settings

  2. Cognitive Level Adaptations:

    • Significant Challenges: More physical prompts, simpler tasks, concrete reinforcers
    • Moderate Challenges: Visual supports, moderate task complexity, token systems
    • Mild Challenges: Complex language, abstract concepts, social reinforcers

  3. Behavioral Considerations:

    • Attention Difficulties: Shorter trials, frequent breaks, high-interest materials
    • Motivation Challenges: Stronger reinforcers, choice-making, embedded interests
    • Problem Behaviors: Functional communication training, differential reinforcement, momentum building

Integrating DTT with Other Teaching Methods

DTT is most effective when combined with other approaches:

  1. Natural Environment Teaching (NET):

    • Practice DTT skills in natural contexts
    • Follow child’s interests and motivation
    • Use naturally occurring reinforcers
    • Promote generalization of skills

  2. Incidental Teaching:

    • Capitalize on teachable moments
    • Use child-initiated opportunities
    • Extend DTT skills to spontaneous situations
    • Reinforce naturally occurring behaviors

  3. Pivotal Response Training (PRT):

    • Incorporate choice and shared control
    • Use natural reinforcers related to the response
    • Reinforce attempts and approximations
    • Mix maintenance and acquisition tasks

  4. Activity-Based Instruction:

    • Embed DTT trials within functional activities
    • Use routines as context for learning
    • Practice skills during transitions
    • Connect discrete skills to meaningful outcomes

Advantages and Limitations of DTT

Strengths of the DTT Approach

DTT offers several significant benefits:

  1. Structured Learning Environment:

    • Clear expectations and procedures
    • Minimized distractions
    • Consistent teaching format
    • Predictable consequences

  2. Efficient Skill Acquisition:

    • Multiple learning opportunities in short time
    • Systematic skill building
    • Targeted focus on specific deficits
    • Rapid acquisition of foundational skills

  3. Precise Measurement:

    • Clear data on performance
    • Objective evaluation of progress
    • Detailed error analysis
    • Evidence-based decision making

  4. Individualized Instruction:

    • Tailored to specific learning needs
    • Adjustable difficulty level
    • Customized prompting and reinforcement
    • Personalized mastery criteria

Limitations and Considerations

DTT also has some limitations to consider:

  1. Generalization Challenges:

    • Skills may not transfer to natural settings
    • Responses may be rote or mechanical
    • Dependency on specific instructional cues
    • Limited spontaneous use of skills

  2. Resource Intensity:

    • Requires trained instructors
    • One-to-one teaching format
    • Significant preparation time
    • Ongoing data management

  3. Potential Motivational Issues:

    • May become repetitive or boring
    • Artificial reinforcement systems
    • Adult-directed format
    • Limited learner autonomy

  4. Narrow Skill Focus:

    • May neglect broader functional skills
    • Can emphasize compliance over initiative
    • Might not address complex social interactions
    • Risk of fragmented skill development

Addressing Limitations

Strategies to overcome DTT limitations:

  1. Enhancing Generalization:

    • Use multiple exemplars and materials
    • Vary instructors and settings
    • Program common stimuli across environments
    • Plan for generalization from the start
    • Test and train in natural contexts

  2. Increasing Motivation:

    • Intersperse easy and difficult tasks
    • Incorporate learner interests and choices
    • Vary instructional formats
    • Use natural and intrinsic reinforcers
    • Keep sessions brief and engaging

  3. Broadening Skill Development:

    • Combine DTT with other teaching approaches
    • Target functional and meaningful skills
    • Include social and communication goals
    • Balance structure with naturalistic opportunities
    • Focus on skills that enhance independence

Case Examples

Case 1: Early Intervention

Client: 3-year-old with autism, limited language

Target Skills:

  • Receptive identification of common objects
  • Following one-step instructions
  • Imitation of gross motor actions

DTT Implementation:

  • 10-minute sessions, 3 times daily
  • Most-to-least prompting hierarchy
  • Edible reinforcers paired with social praise
  • Simple data collection by parents and therapists
  • Gradual transition to natural environment practice

Outcomes:

  • Mastered identification of 25 common objects
  • Followed 10 different one-step instructions
  • Imitated 15 gross motor actions independently
  • Skills began generalizing to home routines

Case 2: School-Age Application

Client: 8-year-old with intellectual disability

Target Skills:

  • Basic reading sight words
  • Simple addition facts
  • Appropriate requesting

DTT Implementation:

  • 20-minute sessions within classroom setting
  • Time delay prompting procedure
  • Token economy with preferred activity reinforcers
  • Electronic data collection on tablet
  • Integration with classroom curriculum

Outcomes:

  • Learned 50 functional sight words
  • Mastered addition facts to 10
  • Increased appropriate requesting by 80%
  • Reduced prompt dependency across all skills

Case 3: Adolescent Program

Client: 15-year-old with moderate autism

Target Skills:

  • Conversation turn-taking
  • Problem-solving steps
  • Vocational task completion

DTT Implementation:

  • 30-minute sessions in varied settings
  • Visual prompt hierarchy
  • Self-monitoring and self-reinforcement system
  • Video modeling combined with DTT
  • Community-based practice opportunities

Outcomes:

  • Maintained 3-4 conversation turns independently
  • Applied 5-step problem-solving process to novel situations
  • Completed 10 different vocational tasks with 90% accuracy
  • Successfully generalized skills to community settings

Key Points to Remember

  • DTT is a structured teaching approach with clear trial components: SD, prompt, response, consequence, and inter-trial interval
  • Effective implementation requires careful preparation of environment, materials, and reinforcement systems
  • Prompting procedures are systematically implemented and faded to transfer stimulus control
  • Data collection is essential for monitoring progress and making instructional decisions
  • DTT is particularly effective for teaching discrete skills in receptive/expressive language and pre-academic areas
  • Limitations in generalization can be addressed through programming for transfer to natural environments
  • DTT is most effective when combined with other teaching approaches in a comprehensive intervention program
  • Individualization is critical—DTT procedures should be adapted to meet the specific needs of each learner
  • Mastery criteria should include both accuracy and independence measures
  • The ultimate goal of DTT is to build skills that enhance the learner’s independence and quality of life
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