RBT · Behavior Acquisition · 6 min read
Discrete Trial Teaching (DTT)
- Identify the core components of a single discrete trial, including the antecedent, prompt, response, consequence, and inter-trial interval.
- Implement prompting hierarchies, errorless teaching, and error correction protocols strictly as written in the behavior plan.
- Accurately collect trial-by-trial data and follow supervisor guidelines regarding trial presentation, maintenance, generalization, and reinforcer delivery.
Understanding the Discrete Trial
Discrete Trial Teaching (DTT) is a structured, teacher-directed method that breaks skills down into small, distinct instructional units. It is widely used in behavior-analytic programs to help learners acquire new behaviors systematically. Rather than teaching a complex skill all at once, an RBT presents clear, isolated learning opportunities one trial at a time.
A single discrete trial consists of an antecedent stimulus, an optional prompt, the learner's response, a consequence, and an inter-trial interval. The discriminative stimulus (SD) is part of a DTT trial’s antecedent; it signals that a particular response can produce reinforcement. For example, an RBT might place two picture cards on a table and present the SD by saying, 'Touch car.'
Before beginning, an RBT must review the client's skill acquisition plan to verify targets, instructions, and prompting strategies. Preparing all necessary teaching materials and reinforcers before beginning trials minimizes transition delays and client disengagement. Having flashcards, tokens, and preferred toys ready at the table ensures the session runs smoothly.
Before presenting the SD, follow the written plan’s steps for checking that the learner is ready to respond; eye contact is not generally required. Deliver the SD clearly and consistently, following the wording or other instructions in the written acquisition plan. An RBT should avoid adding unnecessary extra words or conversational chatter to the discriminative stimulus. Saying 'Alright buddy, look here, touch the car for me please' adds clutter; stick to the exact instruction in the plan. Follow the plan’s response interval instead of repeating the SD right away; unplanned repetition can teach the learner to wait for a second instruction.
| Trial Component | Role in the Trial | Session Application |
|---|---|---|
| Antecedent (including SD) | Sets the stage and signals that a response can produce reinforcement. | RBT presents materials and states the exact instruction specified in the plan. |
| Prompt (Optional) | Supplementary assistance to increase the likelihood of a correct response. | RBT provides a physical, model, gestural, verbal, or visual prompt as prescribed. |
| Learner Response | The learner's action following the antecedent and prompt. | Learner responds independently, with assistance, incorrectly, or does not respond. |
| Consequence | Feedback or reinforcement provided immediately after the response. | RBT delivers a planned reinforcer for target responses or implements error correction. |
| Inter-Trial Interval (ITI) | Brief pause separating the end of one trial from the start of the next. | RBT records data and resets materials while keeping the pause brief. |
Common mistakes
- Repeating the discriminative stimulus immediately when a learner hesitates, instead of waiting for the full response interval specified in the written plan.
- Providing inadvertent prompts, such as looking directly at the correct card or leaning toward the target, before the learner responds.
- Taking excessively long inter-trial intervals to write notes, which can cause learner disengagement or challenging behaviors.
- Deciding independently to advance a prompt level, alter an error correction step, or declare a target mastered without supervisor criteria and data review.
Key points
- Discrete Trial Teaching (DTT) is a structured, teacher-directed method composed of an antecedent (SD), an optional prompt, a learner response, a consequence, and an inter-trial interval.
- RBTs prepare materials, follow the plan’s steps for learner readiness, deliver the specified SD, and follow the plan’s timing for prompts and any independent response interval.
- Prompts are supplementary antecedent stimuli delivered according to systematic hierarchies (most-to-least or least-to-most) or errorless teaching protocols to promote correct responding.
- Consequences must be delivered promptly to avoid reinforcing intervening behaviors, using differential reinforcement, behavior-specific praise, and planned error correction delivered neutrally.
- Error correction commonly involves re-presenting the SD with an immediate prompt followed by a transfer trial to shift stimulus control, following protocol rules for reinforcement.
- Keep the inter-trial interval at the length specified in the plan, and record trial-by-trial data as soon as practical using the prescribed response codes.
- RBTs implement presentation formats (massed, distributed, interspersed, or random rotation), maintenance, and generalization trials as prescribed, reporting any lack of progress or distress to the supervisor.
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