Discrete Trial Teaching (DTT) is a method of teaching children with Autism or Autism Spectrum disorders. DTT simplifies learning, breaking ‘lessons’ down into discrete steps that can be more easily understood by the child. DTT is effective in teaching new behavior, advancing skills and eliminating problem behaviors (Smith, 2001). It helps children learn a wide range of behaviors important for daily life and improved functioning. Some behaviors that can be taught by DTT are verbal and language skills, self-care, interactions, relationship skills and play and school-related activities and tasks. DTT can be applied to any behavior that is learned and that can be broken down into steps.
DTT involves the use of repetition and reinforcement. For example, in teaching a child to get dressed, practicing the task may be repeated many times. Each day that this is practiced the child would receive reinforcements (or rewards) for behavior that approximates choosing a shirt. Breaking this process down into small steps, a child may be rewarded for looking at the closet when asked to choose a shirt or for opening the closet door. In this way, children who have difficulty in completing such a task will gradually learn to do so little by little. Learning in this way will occur over time and with the same steps repeated and practiced until mastered.
DTT is typically used by therapists trained in Applied Behavioral Analysis (ABA). These therapists help children practice the small skills needed to learn bigger skills (look at the closet in order to learn to choose a shirt in order to learn to dress one’s self, for example). Therapists will also collect information about the child’s progress in each session. Such information will be recorded by the therapist in order to better formulate a behavioral plan to help the child learn. Therapists typically monitor how the child responded during a session by keeping records of such things as how many correct responses were given. This type of information is then analyzed to determine if plans are effective and what might work better for the child.
Reinforcements (rewards) are given for correct responses or ‘near’ responses. Children are instructed and ‘prompted’ to complete a task—“Put your shirt on”, for example is the instruction. An appropriate prompt may be to show the child the shirt or to demonstrate putting on a shirt. Children are then given rewards for putting on the shirt, attempts to do so or any behavior that moves toward putting on the shirt. Rewards range from small and simple to large and special types of reinforcement chosen specifically for the individual child. Rewards are chosen by the therapist according to the amount of effort and accomplishment put forth by the child. Larger, special reinforcements are reserved for larger accomplishments. Rewards are determined by the child’s interests and enjoyment of each type of reinforcement. For example, some children will respond well to praise and others to receiving something more tangible such as a sticker or time with a special toy. If a child does not respond to instructions or prompting, or does an incorrect behavior, these are ignored. Children are not punished for incorrect behavior, but are rewarded for positive efforts. Instructions and promptings are simply repeated and ‘practice’ continues when the child does not respond correctly.
DTT helps children learn skills, but also helps children become ready to learn. For example, children can be prepared for learning in a classroom setting by practicing such ‘smaller skills’ as sitting quietly, paying attention to the speaker, repeating what is said to him/her and following instructions. Additionally, as children learn, they can increase skill levels in certain tasks becoming more advanced and masterful in performing them. Such advanced learning can dramatically impact how the child participates academically, socially, recreationally and even occupationally.
Children Who May Benefit From the Use of DTT
Children with Autism or other such disorders of the Autism Spectrum (Pervasive Development Disorders) such as Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder and Atypical Autism (Autism NOS) have benefitted from the use of DTT.
The Impact of DTT upon Children and Their Families
Both children and their family members benefit from DTT. Children can become more independent and more age-appropriate in their daily functioning. This can greatly reduce family stress. The emotional benefits of DTT can also be quite notable. Children improve in self-concept, self-esteem and feelings of self-worth. They are able to function more effectively in academic, home and social life. Families will need to seek out professionals trained in Applied Behavioral Analysis (ABA) in order to receive these services. Frequently, these professionals will visit natural settings of daily life including home and school so that children may learn in familiar surroundings. Additionally, some parents learn DTT methods to use with their children in order to supplement work done with a therapist. A physician will be able to make an appropriate recommendation and referral for DTT services.
ASAT. (2009). Discrete Trial Instruction. Retrieved May 8, 2009, from Association for Science in Autism Treatment: http://www.asatonline.org/resources/procedures/discrete.htm
Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Autism and Other Developmental Disabilities 16:2 , 86-92.