How is DTT Implemented?

      DTT is based on the model of discriminative stimulus, response, and reinforcing stimulus (Autism Community, 2011). The discriminative stimulus (SD) is the instruction or cue that is given to the child. Instruction is given in clear, concise language which is broken down into simple, clearly stated parts. Instructions that specifically emphasize the most significant words in a cue will promote student learning and success (Lovaas Institute, n.d.).

      In addition, the response (R) is the objective or skill component that is being taught. As the instruction begins, the child will most likely be unsure about how to respond to the stimulus. Prompting is initiated to teach the skill, and will be based on the child as well as the skill being taught. “Possible prompting strategies include verbal, physical, visual, demonstration, or proximity prompts. It is important to plan what prompting strategies will be used and also how the prompts will be faded. Prompts should be faded as quickly as possible to avoid dependency on prompts” (Autism Community, 2011, para. 5).

      In DTT, an instruction or cue is given once, and children are expected to respond quickly, or the response is considered a non-response or incorrect response. Responding quickly is a required skill for this instruction, and therefore, it is taught to the child. It is important that children learn to respond quickly to cues, as this can reduce inattentive behaviors, help students to maintain attention and focus, and minimize self-stimulating behaviors that may be present (Lovaas Institute, n.d.). In DTT, the reinforcing stimulus is that all correct responses are reinforced immediately. This reinforcer increases the probability that the correct response will be given again. Reinforcement will only be effective if it is something the child wants. Reinforcers can be verbal praise, tangible items such as toys, food, drink, or stickers, or even a break. Reinforcement can continually change when a child has become satiated with specific reinforcers. In other words, the reinforcer has been supplied to the child beyond their desire and he or she has had their fill of the reinforcement. It can be very beneficial to continuously evaluate and determine the value of the reinforcement as well as change the reinforcement when necessary (Autism Community, 2011). If the child responds incorrectly or does not respond, no reinforcement is given. The teacher then repeats the instruction, and if necessary, uses a prompting strategy so that the child will respond correctly and receives reinforcement.

      DTT also tries to create teaching opportunities where children are successful through errorless learning. Many children with autism spectrum disorders or developmental delays have experienced frustration and failure in prior learning situations, and DTT intervention begins with children having success with each trial and providing immediate help and prompting so that the child can respond correctly to each instruction. Prompting is a planned procedure that is implemented in a systematic and gradual way. Prompts can range from the most intrusive prompts (hand-over-hand) to the least intrusive prompts (visual cues) (Lovaas Institute, n.d.). Prompts are faded out over time when the child is able to respond independently.

 

Autism Community. (2011, March 24). What is discrete trial teaching? Retrieved from

http://www.autism-community.com/what-is-discrete-trial-teaching/

Lovaas Institute. (n.d.). Why discrete trials work. Retrieved from

http://www.lovaas.com/meetingpoint-2007-09-article-04.php