Discrete Trial Training (DTT) is a structured ABA technique widely used to teach skills to individuals with Autism Spectrum Disorder (ASD). This method involves breaking down skills into small, manageable components and teaching each component through repeated trials. DTT is highly effective in teaching new skills, reinforcing desired behaviors, and reducing maladaptive behaviors.
Components of Discrete Trial Training
These components work together systematically to teach new skills and behaviors, breaking down complex tasks into manageable steps and reinforcing learning through structured, repeated practice.
The Structure of a DTT Session
A typical Discrete Trial Training (DTT) session follows a specific structure designed to optimize learning:
- Prompt: The therapist provides a clear, concise instruction or question to the learner. This prompt sets the expectation for the learner and can include verbal instructions, visual aids, or physical gestures.
- Response: The learner attempts to respond to the given prompt. This response can vary depending on the skill being taught, ranging from a simple physical action to a more complex verbal answer.
- Reinforcement: The therapist immediately provides reinforcement if the response is correct. Reinforcement can be in the form of praise, a small reward, or a preferred activity. If the response is incorrect, the therapist may use a correction procedure, which could involve providing additional prompts, modeling the correct response, or gently guiding the learner.
- Pause: A short break before starting the next trial. This pause, often referred to as the inter-trial interval, allows the learner to refocus and prepare for the next prompt. During this time, the therapist may also take note of the learner’s progress and adjust the prompts or reinforcement strategies accordingly. This structured approach ensures that learning is systematic and continuous, promoting skill acquisition through repetition and reinforcement.
Examples of Discrete Trial Training
Let’s explore an example of DTT in practice to teach a child with ASD to identify colors.
Example 1: Identifying the Color Red
In the first scenario, the therapist introduces the color red. They place a red block and a blue block in front of the child. The therapist then prompts, “Show me the red block.”
The child correctly picks up the red block. Immediately, the therapist provides positive reinforcement, saying, “Great job! That’s the red block,” and giving the child a small reward, such as a sticker.
This immediate reinforcement helps the child associate the correct identification of the color red with positive outcomes.
Example 2: Discriminating Between Red and Yellow
Once the child demonstrates an understanding of the color red, the therapist introduces a new color: yellow. They place a red block and a yellow block on the table.
The therapist asks, “Can you show me the yellow block?” If the child picks the red block by mistake, the therapist gently corrects the error by pointing to the yellow block and repeating, “This is the yellow block.”
The therapist then repeats the trial, reinforcing the correct choice when the child selects the yellow block. This helps the child learn to discriminate between the colors red and yellow.
Example 3: Expanding to Multiple Colors
With progress in identifying red and yellow, the therapist expands the exercise by introducing a green block. Now, the therapist places red, yellow, and green blocks in front of the child and asks, “Which one is the green block?”
When the child correctly identifies the green block, the therapist provides immediate reinforcement, such as praise or a preferred activity.
This step increases the complexity of the task, encouraging the child to differentiate between multiple colors and reinforcing their learning.
Example 4: Identifying Colors in Different Contexts
To generalize the skill of color identification, the therapist incorporates different objects of the same color. For instance, the therapist might use a red car, a red apple, and a red block.
The prompt could be, “Show me something red.” The child needs to identify any of the red items correctly. When the child successfully points to a red item, the therapist reinforces the behavior.
This helps the child apply the concept of color identification to various objects and contexts, promoting generalization.
Example 5: Using Colors in Everyday Activities
Finally, the therapist integrates color identification into everyday activities to make learning more practical.
During snack time, the therapist might ask the child to pick out a red apple from a bowl of mixed fruits. In a play session, the therapist could prompt the child to pick the yellow crayon to color a sun.
Each correct identification is met with praise and rewards, ensuring that the child is motivated to use their color identification skills in real-life situations.
Conclusion
Through these examples, it’s clear how DTT can be effectively used to teach a child with ASD to identify colors. Each step involves clear prompts, immediate responses, and reinforcement, gradually increasing in complexity and context to ensure comprehensive learning and generalization. By breaking down the task into manageable trials and consistently reinforcing correct responses, DTT helps children with ASD acquire and apply new skills in various settings.
Discrete Trial Training (DTT) is a highly structured teaching method used to help individuals with autism learn specific skills through repetition and reinforcement. By breaking down tasks into smaller, manageable steps, DTT makes it easier to teach everything from communication skills to social behaviors.
At Entiva Behavioral Health, we use proven ABA therapy techniques to ensure that each session is customized to meet the individual needs of our clients. We offer some of the best autism services in Michigan, with a focus on delivering personalized, effective treatment plans. If you’re looking for expert care and guidance, contact us today to see how we can help your loved one thrive.
