Rationale of the Study

      For the past four decades, it has been the goal of educators and researchers to find the instructional methods that positively affect the education outcomes of young children with developmental disabilities. In 2005, the Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) was able to summarize all relevant research and publish what is now considered DEC Recommended Practices for all Early Intervention and Early Childhood Special Education providers (Downs, Downs, Fossum, & Rau, 2008). The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at-risk for developmental delays and disabilities (Division for Early Childhood, 2014).

      There has been a lack of consensus among the professional community and researchers as how to best translate these practices into the classroom setting. In addition to the lack of consensus, some professionals lack the training in assessment and instructional methods to adequately and effectively facilitate these guidelines (Downs et al., 2008). Others argue philosophically as to whether instructional methods should be child-directed or teacher-directed (Downs et al., 2008). “As a result, the developmental and educational outcomes of many children with developmental disabilities are likely to be less than optimal, as EI/ECSE [Early Intervention/Early Childhood Special Education] educators struggle with the question of how to deliver an appropriate education for each student with whom they work” (Downs et al., 2008, p. 444). Educators and researchers continually seek instructional techniques, then, which meet DEC recommendations, are easily implemented in the classroom setting, lead to significant and measurable goals for their children’s development, and are simple, practical, flexible, and have efficient training programs.

      Specifically, DTT has been used quite effectively to meet the developmental and educational needs of children with autism spectrum disorders and developmental delays. Research on the effectiveness of DTT exists for preschool children with autism and developmental delays in the public school setting in terms of acquiring receptive and expressive language skills, imitation, grammar and syntax skills, play skills, conversational skills, and social and emotional skills (Downs et al., 2008). Less research exists on the effectiveness of DTT in the population younger than preschool age. The purpose of this research was to measure the effectiveness of DTT techniques on the toddler population with autism spectrum disorders and developmental delays (specifically two-year-olds).

Division for Early Childhood. (2014, April 14). DEC recommended practices. Retrieved from

https://divisionearlychildhood.egnyte.com/dl/tgv6GUXhVo

Downs, A., Downs, R.C., Fossum, M., & Rau, K. (2008). Effectiveness of discrete trial

teaching with preschool students with developmental disabilities. Education and Training in Developmental Disabilities, 43(4), 443-453.