module 7: discrete trial training

role of BI during DDT

- follow the program designed by the supe - reinforce al correct responses - record data correctly during every session - generalize and maintain mastered skills

types of ddt programs

- letters - shapes - numbers - counting - size - opposites - categories - labeling - animal sounds - non-verbal imitation - verbal imitation - sequencing - prepositions - community helpers - emotions - locations

types of inadvertent prompting

- looking at correct answer (target) - nodding or beginning to reinforce an answer before client completes response - leaning toward or placing your hadn closer to correct answer (target) - positional prompting on accident - facial expressions that give away the answer

Five steps of discrete trial in order:

- mass trial, distracter trial, random rotation, expanded trial, mastery/generalization

instruction should be given: Sd - discriminative stimulus:

- only when client is attending without maladaptive behaviors - in a clear and simple manner - follow the exact wording on the data sheet - without interruption - ONLY ONE TIME - in a neutral tone - be careful of sing song sd's as this may inadvertently reinforce the client - without using the client's name

random rotation

- presenting one target along w one previously mastered target

example of verbal prompt?

- bi holds an apple and says "a" after saying "what is it?"

ex of visual / positional / material prompt?

- bi places the correct picture closer to the client

example of gestural prompt?

- bi points to the correct picture

physical prompt:

- bi taps the client's elbow to start a hand washing task

which is an example of a model prompt?

- bi touches his own head and says "touch head"

which is correct discrete trial error correction procedure using "no no show" when a client answers incorrectly two times in a row during a receptive drill?

- bi's should not change the position of target each time the client answers incorrectly, but should change the position of the target after prompting the correct answer

bi's sd delivered appropriately:

- client was attending - sd was clear and concise - sd was provided w no interruptions - sd was provided only one time - sd was provided in a neutral tone and no facial expressions - sd was provided without using client's name

discrete trial training (dtt) utilized to teach

- communication/ language skills - social/ play skills - gross and fine motor skills - pre-academic/ academic skills - self-help skills - vocational/ independence skills each trial is discrete and has a beginning, middle, and end (abc): - a - beginning - bi says "give me blue circle" - b - middle - client gives a blue circle to bi - c - end - bi says "good job!"

what are the three parts of a discrete trial?

- discriminative stimulus (sd), response (r), reinforcing stimulus (sr)

expanded trial:

- presenting one target along w two or more previously mastered targets

additional prompting tips

1. always prompt after two nos 2. prompt w the instruction (sd) or immediately after the instruction sd 3. use the least intrusive prompt found in the natural environment to allow for quick prompt fading and generalization 4. always fade prompts quickly 5. use reinforcement to increase motivation 6. change prompts frequently so clients don't become dependent on certain prompts 7. avoid inadvertent prompting - prompting the correct answer on accident

5 steps of the discrete trial

1. mass trial - mt 2. distracter trial - dt 3. random rotation - rr 4. expanded trail - et 5. maintenance / generalization - m/g

No, no prompt (show) procedure

1. no - if client answers incorrectly 2. No - if client answers incorrectly 3. Prompt (show) give the least intrusive prompt to allow the client to answer correctly 4. Same position- keep stimuli in same position and only change position after the client independently answers prompt correctly. 5. Change position- continue changing positions until the client answers incorrectly then follow above steps

additional ddt tips

1. use simple sentences "give me" and follow sd 2. say instruction sd one time only and make sure a consequence (good job! or no!) follows 3. try not to use clients name at all 4. reinforce client immediately after correct response, give choices of reinforcers, and change reinforcers frequently to avoid satiation 5. if client echoes the instruction sd, ask sd and immediately give correct answer for them to echo (what color? green) 6. if client echoes "what color? green" say "what color" in a quieter voice and "green" in louder voice 7. use no no show, or errorless learning for behaviors as well ( come here or stop )

errorless learning

Providing prompts immediately following an instruction (Sd) before client has a chance to make an error and then slowly and systematically fading these prompts as the client learns the new skill or behavior minimizes/eliminates errors and reduces the likelihood that the client will engage in maladaptive behavior. ** sometimes implemented instead of no no show begins w first providing client w full prompting for all responses once client independently follows the prompt consistently fading procedures begin fading during errorless learning occurs in two main ways: 1. time delay - time between instruction (sd) and prompt are slowly increased until client is independent EX - BI asks "what color" and immediately prompts "blue" until client is consistently saying "blue." then BI asks "what color?" and waits 2 seconds to see if client will say "blue" independently and then prompts "blue" as needed and so on 2. most to least - type of prompt slowly decreased from most to least on prompting hierarchy until client is independent EX - BI asks "what color" and immediately prompts "blue" until client is consistently saying "blue." then bi asks "what color?" and prompts "bl" sound and waits to see if the client will say blue independently and then prompts blue as needed and so on

three parts of the discrete trial

Sd - discriminative stimulus: instruction given to the client by the bi (A) (antecedent) "give me" R - response: response the client gives to the instruction (B) (behavior) Sr - reinforcing stimulus: immediate reinforcement given by the bi for the client's correct response (C) (consequence)

what is stimuli

anything in environment that can be changed (colors, lights, sounds, people, places, tastes) types of stimuli for dtt include: 1. 3d = objects 2. 2d = pictures

2. distracter trial - dt

distractor trail is presenting a target along w distracter stimuli distracter is similar, not yet introduced, stimuli or material that is presented along w a target. one or more distracters can be presented at a time (start w one distracter and add more later depending on the client) goal of distracter trail is to teach discrimination and improve memorization most programs move on after 80-100% accuracy is achieved across 2 bi's. if only 1 bi on case, most programs move on after 80-100% accuracy across two sessions always follow instructions provided by super since we individualize each clients programs and mastery criteria

discrete trial training (dtt)

dtt - teaching technique used to teach various skills to individuals w asd, regulatory disorders, and learning disabilities, as well as individuals in general education dtt utilizes various behavior principles including operant conditioning theory, which is the theory that behavior increases when it is rewarded (reinforced) and decreases if it si not rewarded dtt based on positive reinforcement. each skill/behavior taught in its most simple, individual components (discrete steps) client prompted to demonstrate a skill/behavior, and then is rewarded. prompts are given as needed, using prompting hierarchy, and gradually faded as a behavior becomes more independent for the client. once client successfully learned discrete stops, these steps are chained together to produce more complex skills after client learned skills in 1:! setting, these skills are practiced in other settings w other ppl and materials (generalization and maintenance)

4. expanded trail - et

expanded trial is presenting one target along w two or more previously mastered targets all stimuli in expanded trial are previously mastered targets w the exception of the current target ask for the current target (t) and the previously mastered target (o for other) in a specific order to increase the likelihood of long term memorization (t,o,t,o,o,t,o,o,o,t..) the goal of an expanded trial is to improve long term memorization of all targets most programs move to the next step when 80-100% accuracy is achieved across 2 BI's in 3 out of 4 sessions. if there is only 1 bi on the case, most programs move to the next step when 80-100% accuracy is achieved in 3 out of 4 sessions always follow the instructions provided by your supe

role of a bi during ddt

follow what your supe asks you to do - different cases require diff strategies and if you aren't sure, always ask your supe sometimes, clients have diff criteria (may not be 80-100% for mastery in each step) or skills may be introduced diff (no no show vs errorless learning) many clients will follow the steps taught during this training, but there are some variations, so be flexible!

primary reinforcement vs secondary reinforcement

if primary reinforcement is needed, always pair a primary (food or drink) w a secondary (hug, praise, toys, activities) reinforcer in order to slowly fade the primary never "feed" the client (give them the item to feed themselves) give the client bites of food as opposed to the entire item (pieces of cookies instead of whole) in order to increase the number of responses and avoid satiation change reinforcers ofter to avoid satiation and boredom (getting full or tired of a primary/secondary reinforcer). saying the same thing over and over such as "good job!: or providing same reinforcer for long period of time are common mistakes

5. maintenance / generalization - m/g

maintenance / generalization occurs when a target is repetitively answered correctly across time in various settings and w various materials, stimuli, and people. mastered targets/programs are placed in a maintenance section and checked every week, two weeks, or once a month depending on the client

1. mass trial - mt

mass trail presenting a target alone repetitively (3-10 trials) reinforce heavily when introducing a new target (use the client's most preferred reinforcers and reinforce every trail). most programs move ot the next step when 100% accuracy is achieved across 2 bi's if there is only 1 bi on the case, most programs move to the next stop when 100% accuracy is achieved across two sessions however, always follow the instructions provided by your supervisor since we individualize each client's programs and mastery criteria

r - response

matches expected response (see data sheet for exact response) provides limited time to respond (depends on client, some clients have processing delays, look for signs of inattention)

sr - reinforcing stimulus

must immediately follow the response must be preferred by client - conduct a preference assessment since each client will be motivated by different reinforcers

prompting hierarchy reivew

prompts are defined as a cue or assistance to encourage a desired response. prompting is used ot provide assistance to increase client success and reduce frustration when learning new skills/behaviors physical - prompting involving physically touching the client and should always been done from behind if possible verbal - prompting using part of a word, a whole work, or a sentence gestural - prompting using pointing, nodding, or gesturing model - prompting using demonstration of an appropriate or expected response visual / positional / material - prompting by placing an item closer to the client or providing visual instructions

3. random rotation - rr

random rotation is presenting one target along w one previously mastered target involves presenting two targets at the same time (current target and one previously mastered target) never present more than two stimuli at a time during random rotation goal of random rotation is to learn true discrimination btwn the current target and previously mastered target programs move on after 80-100% accuracy achieved across 2 bi's in 3 out of 4 sessions if only 1 bi, then 80-100% accuracy achieved over 3 out of 4 sessions however follow instructions by super

speed at which to move through steps

speed of progression thru the steps is completely dependent on the client - some move very fast and some move very slow. err on the side of moving more quickly, as you can always go back if you move too slowly, the client may become prompt dependent (waiting for or relying on your prompting) or bored, which may increase maladaptive behaviors. provide as rapid as possible sd-r-sr and move quickly btwn trials. if you move too slowly in your presentation of items and reinforcers/ consequences, the following may occur: - the client's responses may decrease - s/he may become bored or frustrated - inappropriate behaviors may increase

how to implement "No, no prompt (show)"

take all items off the table btwn trials, unless there are too many items or the items are difficult to remove look away from the client (no eye contact) when you say, "no"; sometimes your mouth "no" but your face says "yes." say, "no" in a neutral tone and be careful not to "sing song" your "no" which may actually reinforce the client always prompt w the instruction (sd) after your 2nd "no" and do not wait for another response or you will have to say "no" again, which may increase the client's frustration alternate using statements such as "try again" or "nope" if the client is aversive to the word "no" remember not to change the position of the stimuli until the individual has independently answered correctly unprompted do not reinforce prompted responses with big reinforcers - reinforce w verbal praise only; or the client may become prompt-dependent. instead, wait to provide big reinforcers only for unprompted responses

what is dtt target?

target - what we want to client to learn if goal is for client to learn 6 colors, the targets would be the individual colors (red, orange, yellow, green, blue etc.)

receptive programs:

the client responds nonverbally to the bi (eg points, hands an item, follows a direction) do not require language

expressive programs

the client responds verbally to the bi (says color name, identifies pictures verbally) requires verbal approximations * impossible to distracter trail, skip step