Teaching Discrete Trial Training

2016 ◽  
Vol 31 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Richard W. Serna ◽  
Michelle M. Foran ◽  
Caroline Cooke ◽  
Kaitlyn E. Hurd ◽  
Ashley J. Tello ◽  
...  
Keyword(s):  
Discrete Trial Training ◽  
Discrete Trial

scholarly journals Effectiveness of Telehealth Direct Therapy for Individuals with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Karen Nohelty ◽  
Casey B. Bradford ◽  
Leah Hirschfeld ◽  
Christopher Miyake
Keyword(s):  
Autism Spectrum Disorder ◽  
Applied Behavior Analysis ◽  
Clinical Supervision ◽  
Autism Spectrum ◽  
Discrete Trial Training ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Discrete Trial ◽  
Baseline Design ◽  
Behavior Analysts

The field of applied behavior analysis (ABA) has utilized telehealth for clinical supervision and caregiver consultation and has produced research providing evidence for the efficacy of both modalities. Research demonstrating effectiveness is crucial, as behavior analysts must ensure the services they provide are effective in order to be ethical. With the increased need for patients to access more telehealth direct services, the current study evaluated the efficacy of telehealth direct therapy to teach new skills to individuals with autism spectrum disorder (ASD). This study examined the utility of natural environment teaching and discrete trial training strategies provided over a videoconferencing platform to teach new skills directly to eight individuals with ASD. The skills acquired by each individual were taught solely through telehealth direct therapy and included skills in the language, adaptive, and social domains. In a multiple baseline design, all eight individuals acquired mastery for all targets; additionally, generalization was assessed to caregivers for some targets. The evidence suggests that telehealth is a modality that is effective and can be considered for all patients when assessing the appropriate location of treatment.

scholarly journals Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 28-56
Keyword(s):  
Error Correction ◽  
Discrete Trial Training ◽  
Student Response ◽  
Response Repetition ◽  
Discrete Trial ◽  
Repeated Response ◽  
Main Components ◽  
Single Response ◽  
Correction Strategies ◽  
Types Of Error

Öz Gelişimsel yetersizliği olan çocuklara farklı becerilerin öğretiminde yaygın olarak kullanılan ayrık denemelerle öğretim, ipuçlarını kullanarak doğru tepkileri artırmayı amaçlayan, doğru tepkilerin pekiştirilmesini ve yanlış tepkilerin düzeltilmesini içeren etkili bir uygulamadır. Ayrık denemelerle öğretimin temel bileşenlerinden biri, hataları düzelterek ileride bu hataların sergilenmesini azaltmayı amaçlayan hata düzeltmesidir. Hata düzeltmesi, öğretim sırasında çocuğun hata yapmasının hemen ardından, uygulamacının farklı şekillerde çocuğun hatasını düzeltmesidir. Ayrık denemelerle öğretimde hata düzeltmesi, farklı şekillerde gerçekleştirilebilmektedir. Bunlardan bazıları; sözel geribildirim ya da hata ifadesi, kısa süreli mola, doğru tepki için model olma, tek tepki tekrarı/aktif öğrenci tepkisi, çok tepki tekrarı/tekrarlanan tepki, bağımsızlaşana kadar tekrar sunma, deneme tekrarı ve türlerin bir arada kullanımıdır. Derleme biçiminde hazırlanan bu makalenin amacı uygulamacılara, ayrık denemelerle öğretim hakkında kısa bir bilgilendirme yapmak ve bir bileşen olarak hata düzeltmesinin ne olduğunu ve neden önemli olduğunu açıklamaktır. Ayrıca ayrık denemelerle öğretim yaparken sıklıkla kullanılan hata düzeltmesi türlerini tanıtmak, hata düzeltmesi türlerini akış şemaları yoluyla kavramsallaştırmak, hata düzeltmesi türlerinin nasıl kullanılacağını örneklerle anlatmak ve bu hata düzeltmesi türlerini kullanarak gerçekleştirilen araştırmalar konusunda bilgilendirme yapmaktır. Abstract Discrete trial training is an effective intervention commonly used in teaching different skills to children with developmental disabilities. It aims to increase the correct responses using prompts, reinforcements, and error correction strategies. One of the main components of the discrete trial training is error correction, which aims to reduce errors in the future by correcting errors. In error correction, the instructor corrects the child’s error using different strategies immediately after the child makes a mistake during training. There are several types of error correction strategies commonly used in discrete trial training; (a) vocal feedback or error statement, (b) a brief time-out, (c) a model for the correct response, (d) single response repetition/active student response, (e) multi-response repetition/repeated response, (f) re-present until independent, (g) remove and re-present, and (h) the combination of the strategies. The purpose of this study is to provide a brief overview of discrete trial training, to explain the error correction procedures and their importance, to introduce the types of error correction strategies used in discrete trial training, to conceptualize error correction strategies through flowcharts, to explain how to use error correction strategies, and to inform about the error correction literature.

Rapid Reduction of Off-Task Behavior in Retarded Children by Use of Light-Out

1985 ◽  
Vol 56 (2) ◽  
pp. 499-509 ◽  
Author(s):  
Philip W. Drash ◽  
Mary R. Murrin ◽  
Sheldon E. Jordan ◽  
Hewitt B. Clark
Keyword(s):  
Positive Reinforcement ◽  
Response Rate ◽  
Discrete Trial Training ◽  
Discrete Trial ◽  
Rapid Reduction ◽  
Therapeutic Implications ◽  
Task Behavior ◽  
Lever Pressing ◽  
Alternating Treatment Design ◽  
Treatment Design

The effectiveness of a light-out procedure in reducing periods of off-task behavior in retarded children was evaluated. Four children ages 3 to 10 yr. (mean IQ 32) were trained on a lever-pressing task as an analogue to discrete-trial training procedures. Positive reinforcement sessions were alternated with concurrent escape/avoidance procedures during which light-out was contingent upon nonresponding in an alternating treatment design. The light-out contingency rapidly and effectively reduced the length of time off-task and slightly increased response rate. Educational and therapeutic implications for retarded and autistic children include adaptation of the procedure for decreasing off-task behavior during discrete-trial training, such as in speech and language remediation.

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