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Discrete Trial Training Steps

Part of the Complete Guide to Discrete Trial Training

Discrete Trial Training, or DTT, is just one method that is used in ABA therapy, or applied behavioral analysis, to help teach children with autism the skills they need succeed in life. By following these principles, ABA therapists are able to help children overcome the challenges they commonly experience with communication, in social settings and more.

The theory behind DTT is to break down behaviors and skills into smaller, discrete steps so that children are able to “digest” the skills easier. In doing so, it makes it easier for patients to focus on completely mastering that one part of the progress before they move onto the next step.

This is a very purposeful way of teaching, in that it allows children to understand each step of what can be a challenging and complex task to them. By approaching learning in this way, ABA therapists are able to present information to the patients they’re treating in a simple yet very effective way.

There are five steps to DTT, which we will break down individually below.

Table Of Contents

The Steps of DTT

Each step in DTT is considered an attempt or trial. These steps are used to better help the therapist teach their patients the overall concept they’re trying to teach in a more broken-down way.

There are five DTT steps, which will sound familiar in some ways to the ABCs of ABA therapy.

Step One: Antecedent

The antecedent is the first step in a behavior. It’s the “thing” or “event” that will eventually illicit a certain response. In Discrete Trial Training, this will almost always be the therapist doing something that will set up the learning experience.

For instance, if the therapist is trying to have the child learn colors, then they may place a different color cards on a table where the child is sitting. This antecedent is what will set up the response, as we will soon see.

Step Two: Prompt

Placing down the cards in and of itself is just the setup. What happens next, the prompt, is what will initiate the response.

The prompt is the part of the teaching where the therapist will ask the child to do something.

In the example above, the therapist may have placed a red, blue and green card on the table. Then, they will ask the child to point to the blue card.

That request — “point to the blue card” — is the prompt. It instructs the child what they are supposed to do. There are three different types of prompts that the therapist can do here.

A full gesture prompt would see the therapist point to the blue card immediately after they say the prompt. A partial gesture prompt would see the therapist point half-way to the blue card. An independent prompt would see the therapist not point at all after verbalizing the prompt.

Each of these different types of prompts are used for different reasons, based on how far along the child is in the therapy.

Step Three: Response

Next comes the response from the child. This is the behavior that they will exhibit as a result of the antecedent and prompt, which is why it’s sometimes referred to as the “target behavior.”

The target behavior in this case for the child to correctly point to the blue card. When this trial is written down, it will define the behavior specifically as, “Child will point to the blue card,” rather than “Child will do the correct behavior.”

Step Four: Reinforcement or Correction

Once the child displays the behavior, they will receive a consequence, according to the DTT steps. If the child responds correctly, the consequence is a reinforcement. If they respond incorrectly, the consequence is a correction.

The reinforcement can come in many forms. It can be something tangible, such as a toy that the child likes or a sweet. Or, it can be intangible, such as a big smile accompanied by claps and positive reinforcement through words.

A correction will involve the therapist showing the child the correct response to the prompt. If the child pointed to the green card, for instance, the therapist would point to the blue card and say “blue.”

Following a correction, the therapist would then provide a statement that is neutral, such as “let’s try again.”

Step Five: Inter-Trial Interval

After the consequences comes an inter-trial interval. Regardless of whether the child responded correctly or not, this step will include something that signifies that the trial has come to a close.

This inter-trial interval will be a specific period of time where there will be a “rest” or “pause” before the next trial begins again. It should be relatively short, though, so as to keep the child’s attention.

Blue Gems ABA Serves All Children with ASD

DTT may sound robotic, but it’s an effective way of being purposeful with how children with autism are taught many skills. It isn’t just used to teach colors, but all sorts of behaviors that you would want the child to exhibit following an antecedent.

It’s a principle of teaching that falls under the ABA therapy umbrella, which seeks to equip children with the skills they need to succeed in life.

At Blue Gems ABA, our licensed and certified BCBAs work hard with children every day to teach them the communication and social skills that they find challenging. We create personalized treatment plans for every child with ASD, since we understand and appreciate that every child is unique.

For more information, please contact us today.

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