Discrete Trial Instruction/Discrete Trial Teaching
Behavior analysts are always aware that the ultimate goal is for the child to be able to perform this skill in a variety of natural situations. At first, a discrete trial program may have only a few specific strategies and over time become “looser” as additional circumstances are introduced into the teaching interaction. All learners need to be taught when to perform and when not to perform certain behaviors. Discrete trial instruction that incorporates strategies to enhance generalization can be a successful way to achieve these goals. MYTH DTI doesn’t include child choice because the teacher determines the tasks, items used, and rewards. FACT This was historically true of DTI programs. However, intensive instruction has evolved. Today, learners are offered many choices in instruction. Preferences are considered when determining rewards to be offered and activities on which to work. In fact, preferences are continually assessed, to ensure that the learner is maximally motivated to participate in instruction. Furthermore, learners often choose the order of tasks they will work on, location of work, objects to be used for an activity, etc. MYTH Kids who experience a lot of DTI become little robots who know how to be compliant but not how to be creative. FACT At the beginning of a program, teachers ask the child for specific responses, and may train in a very specialized way. Thus, the
MYTH DTI is very slow paced. FACT
Historically, DTI was slower in pace than other types of instruction. This is because it was usually done with trial-by-trial data recording, which was noted during the time between trials. The number of learning opportunities is reduced when several seconds pass between trials. How slowly or quickly you provide instructions, often called pacing, has become increasingly important in ABA intervention. DTI can be done at a rapid rate. To maximize learning opportunities, probe data collection can replace trial-by- trial data collection. Other modifications in data collection also can assist the teacher in maintaining the pace of instruction. MYTH DTI doesn’t result in generalization; kids don’t transfer their learning into everyday situations. FACT Discrete trial instruction initially is used to build basic skills and early discriminations. (Discrimination means knowing when to and when not to do something.) Sometimes, this phase of instruction is very methodical and does not contain much programming for generalization. However, for some learners, generalization is built into the program from the onset. And for all learners, generalization becomes a focus of instruction within DTI. It may be necessary to begin teaching a specific skill under very specific circumstances (same instruction, same therapist, and same reinforcer) to make it easier for the child to first learn the skill.
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ABA Principles & Methods
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