Discrete Trial Training & Pivotal Response Training

Discrete Trial TrainingCue(opportunity to respond)

Response/Behavior

Consequence Pause

DTT T provides instructional cue (prompting may be needed)

Student Responds

Teacher praises and give child a positive reinforcer

There is a pause

EX 1. Student indicates interest in chips

2. Teacher says “Give me a car”

Student gives car to teacher

Teacher praises student and gives student a chip

Student eats chip and teacher waits a few seconds before next cue

http://www.youtube.com/watch?v=cp_gzUTCm8g&feature=mfu_in_order&list=UL

Discrete Trial Training (DTT)

• Strategy based on ABA principles• Breaking skills down into smaller components

and teaching those smaller sub-skills individually• Mass Trials and Repeated Practice• Use of prompting when necessaryLeaf, R., & McEachin, J. (1999). A Work In Progress. New York, New York: DRL Books

Green, G., Luce, S., & Maurice, C. (1996). Behavioral Intervention for Young Children with Autism: A Manual for Parents and Professionals. Austin, Texas: Pro-Ed.Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86-92.https://www.youtube.com/watch?v=JPfErTUYNkY

“Discrete Trial” 1. Initial Instruction (“Touch your nose”)2. A prompt or cue given by the teacher to help the

child respond correctly (Teacher points to child’s nose)

3. A response given by the child (Child touches nose)4. An appropriate consequence (“Nice job touching

your nose” + sticker)5. Pause between consecutive trials (1-5 seconds

before next trial)

Chained response skills vs discrete response skills

• Chained: multi-step behaviors• E.g. sweeping the floor, playing UNO, ordering food

• Discrete: stand alone (e.g., naming people, matching numbers to quantities, reading words)

• It is sometimes hard to distinguish the difference, depending on the learner

Decide whether these objectives include chained or discrete behaviors• Following the use of the toilet, Marc will wash his hands

by completing 8 of 10 task steps independently• When asked to circle a word (e.g., nap, mop, map) that

matches a picture on a worksheet, Marc will correctly circle the word 75% of the worksheet for two probes in a row

• When given a slant board to hold his papers and a template to limit the range of writing, Marc will print all of the letters of the alphabet from a model 100% of the time on two probes in a row.

• During lunch time at school, Marc will complete 10 of the 12 steps independently: get in line, go to cafeteria….etc….and return to the classroom.

Basic DT Strategies

Correct Response What to do when the student gets it right

DT Intro Procedures Introducing new items, concepts in a sequential

mannerError Correction

What to do when the student makes an errorReinforced Learning Trials

What to do when the student makes several errorsDelivery of Reinforcement

Effective delivery of reinforcement

CHOOSE REINFORCERS YOU CAN EASILY CONTROL

Toys can be difficult because of the “tug of war”

Food- small pieces Videos/dvd’s 2 min work= 30 sec video

List: food/drinks, video/audio tapes, short reinforcers that can be supported at a table (e.g., bubbles, light up spinning top, duster to tickle child), activities that include movement (bouncing on a ball, pushing on a swing, rocking, etc.)

Make sure student does not have unlimited access to them (out of reach or in a bin)

PAIRING LEARNING ENVIRONMENT/ PEOPLE WITH REINFORCERS Want student to think of place they work and

people they work with as a “good place”…where I get good things.

How to pair reinforcement1. Associate self with reinforcer

1. Reinforcers readily available…go to child…give reinforcer without demand

2. If child does not take it, lay it next to child and leave table

3. Work towards goal of having child take reinforcer in presence

2. Pair your voice with item1. When deliver reinforcer…say “chip…chip..here

Jimmy, a chip”

PAIRING REINFORCERS

3. Place reinforcer on work table…short distance away from child and see if child will approach you.

-once he begins approach, deliver reinforcer without demanding anything

4. Move items further from child

-want child to get up from anywhere and go to teacher

5. Teacher to begin contact/interact with child

-narrating what’s on TV, tickle child, sing songs

If problems with pairing reinforcers….

Reassess the reinforcers you are using

EASING IN DEMANDS

Low in beginning Begin work when child happily approaches work

area Child sitting nicely for at least a few minutes Tolerates your voice and touches to arm and

back 1. Start by asking the child to learn to sign

for reinforcer (far item) 2. Then…imitating using toys, matching

identical objects, simple puzzles

DT Scenario: Correct Response

• Correct Response:– Reinforce Student

• In general…– 3 in a row correct?

– Then move on to next step following program plan.

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Demonstration:Correct Response

Discrete Trial TrainingCue(opportunity to respond)

Response/Behavior

Consequence Pause

DTT T provides instructional cue (prompting may be needed)

Student Responds

Teacher praises and give child a positive reinforcer

There is a pause

Correct Responses- give student reinforcerIn general: 3 in a row correct then move to next step/ skill in program

Skill #1: Ring Bell

+

Data Collection

Skill #1: Ring Bell

+ + + Notes: 3 in a row move on

Skill #2:Ring Bell w/ Distractor (D)

Data Collection

Data CollectionExample of Intro Procedures

Date Task Data Comments

4/7/13 Bell + + + X or “1st item”

Bell w/d + + +

Car + + + Y or “2nd item”

Car w/d + + +

Bell + + + Presented in random rotation

Day 1Car + + +

4/12/13 Bell + + + Presented in random rotation

Day 2Car + + +

Block + + + Z or “3rd item”

Block w/d + + +

Block + + + Presented in random rotation

Day 1Car, Bell + + +

16

R1

R2

R1

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1. It is not overly distracting for the child2. It is never the correct response3. In the same classification (object or

picture)4. Not an item you are currently teaching

Arick et al., 2004

Rules/ Suggestions about the Distractor

DT Scenario: Error CorrectionIf the student makes an error…

Repeat trial with highly preferred item available

Reinforce with social praise or less preferred item

Prompt with just enough assistance to get a correct response

Repeat cue

Stop and restart trial

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Demonstration: Error Correction

For a correct response 1:1 tangible reward or token (Big R+ for this

student and 1:1 social praise.

For a prompted response 1:1 Social praise and (only if needed with

this student) 1:1 little reward (not big R+)

Arick et al., 2004

General Reinforcement Procedure

+ = correct response

Ø = incorrect/no response and then corrected with a prompt

0 = incorrect/no response and not correct even with a prompt

Data Collection

Skill #1: Ring Bell

+ + + Notes: 3 in a row move on

Skill #2:Ring Bell w/ Distractor (D)

+

Data Collection- Correct Responses

Data CollectionError Correction

+ = correct response

O = incorrect/no response and then corrected with a prompt

O = incorrect/no response and not correct even with a prompt

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Date Task Data Comments

4/7/13 Bell + + 0

Skill #1: Ring Bell

+ + + Notes: 3 in a row move on

Skill #2:Ring Bell w/ Distractor (D)

+ 0

Data Collection- Incorrect Trial

Student Makes Error

Skill #1: Ring Bell

+ + + Notes: 3 in a row move on

Skill #2:Ring Bell w/ Distractor (D)

+ Ø

Data Collection- Error Correction

Student Makes Error. Always

provide a correction

procedure (/) after an error

(0)

Skill #1: Ring Bell

+ + + Notes: 3 in a row move on

Skill #2:Ring Bell w/ Distractor (D)

+ Ø +

Next Trial After Prompted Trial

After prompted trial, keep position of

items the same

Reinforced Learning Trial (RLT) Procedure

After 3 errors in a row:

1. Note change in prompt level on data sheet

2. Reinforce with tangible and verbal reward

3. Slowly fade back amount of assistance needed after student gets 3/3 correct at current step

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Reinforced Learning Trials (RLT) Data Collection

Date Task Data Comments

4/7/13 Ring Bell w/D + 0 0 0 3 error corrections- go to Reinforced Learning Trial (RLT)

Ring Bell w/D + + + RLT- PP(Partial Physical Prompt)

Ring Bell w/D + + + RLT – TP(Touch Prompt )

Ring Bell w/D + + + No Prompt- NP(No Prompt)

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No Prompt (NP) Touch Prompt (TP) Partial Physical Prompt (PP) Full Physical Prompt (FP)

No prompt Touching lightly to initiate or change direction of the response

Student does some part of the response independently. Not a full physical but more than a touch.

Student requires physical prompting throughout the response

• Reinforce student sitting in chair• Reinforce student’s hands in lap• Present cue in timely manner• Reinforce correct program response• Reinforce frequently for sitting• Reinforce frequently for hands in lap

Arick et al., 2010

Recommendations for DT Sessions

• Find motivating reinforcers• Reinforcers in view, ready to deliver• Arrange environment for success• Reinforce for a few seconds of side by side sitting• Do not allow student to have access to the

reinforcer unless they are sitting in the chair.

• Arick et al., 2010

Teaching Sitting in a Chair

Find extremely motivating reinforcersTalk about the reinforcersEnd sessions with correct response sequence and good

behaviorWithdraw & ignore tantrum behaviorPresent a simple trial when tantrum stopsRedirect with a series of simple trials from an easier programConduct an FBA

Arick et al., 2010

Ideas for decreasing crying & tantrum behavior

• Allow time for student to enjoy the reinforcer• Use “my turn” and hold out your hand• May need physical prompt first• Place reinforcer in plain view, start right away,

reinforce for correct response• A timer can help with sharing issues• Use token reinforcement system to teach delayed

gratification

• Arick et al., 2010

Teaching Sharing & Waiting

• Using DTT, Teach your partner to:1. Imitate an action using an item (e.g. ringing a bell, writing a letter) [X] 2. Identify “Da Kine” [Y](teacher chooses what “Da Kine” means)

• Teacher:– Present “X” only until 3 consecutive responses correct.– Present “X” with a “Distractor” until 3 consecutive responses

correct.– Present “Y” only until 3 consecutive correct responses– Present “Y” with a Distractor until 3 consecutive correct responses– Present X & Y (randomly present until 3 consecutive correct for

each X & Y)

Practice

• Student– Do not get every trial correct, – but do get 3 correct eventually so that “Teacher”

can move on to presenting the other skills.

• Take turns choosing a different action and a different meaning for “Da Kine”

Practice

Behavioral intervention that teaches:• expressive language

• spontaneous language

• play and social skills

Follows ABA format:

Cue, Response, Consequence, Pause

Pivotal Response Training

• Increases generalization of language concepts and play skills.

• Creates teachable moments in context

• Engages student using highly motivating toys and materials that

are carefully selected

Pivotal Response Training

Advantages of Using PRT

Naturalistic approach Student chooses activity Activity IS the reinforcer Can be used by

parents/teachers/peers/sib-lings

Interaction strategy that can be implemented immediately

Students less likely to become “stimulus or cue” dependent

Increases motivation / decreases frustration

Increases generalization and maintenance of intervention gains

Teachable moments throughout school and home

Example of PRT Session(expressive language lesson)

Cue Response Consequence Pause

Child reaches for toy car. Teacher holds car and says “car.”

Student says “ca” Teacher gives child car and lets him push the car down the track as a reward for requesting

Child continues playing with, while the teacher observes and prepares for the next cue.

Example of PRT Session(play and social interaction lesson)

Cue Response Consequence Pause

Child reaches for car on the track, child wants to spin wheels. Teacher holds car and says “Do this.”

Child imitates the teacher’s action and pushes car.

Teacher lets child hold the car and spin the wheels as a reward for responding.

Child continues to play with car, while teacher observes and prepares for next cue.

CueControl is shared

• Child chooses toy or activity• Turn-taking

Cue is Clear and Related to the chosen activity• Cue clear and uninterrupted• Child must attend to the cue

Maintenance skills are interspersed• Tasks that student IS capable of doing with success• 50% of cues elicited are maintenance skills

Response

Reponses are verbal or non-verbal

– Expressive language (“say” something)

– Physical action (do something)

Response is related to the activity

– Must have something to do with the chosen

activity

Consequence Reinforcement is clear

– Reinforcement is immediate– Child clearly receives reinforcement– Reinforcement only follows an appropriate response

Reinforce attempts– Any response judged appropriate within the context of the

activity should be reinforced

Reinforcement is direct– Reinforcer is a natural consequence to the behavior being

rewarded

Pause

Child is observed and evaluated– Observe:

• Level of motivation with toy or activity• Behavior- engaged, continued interests• Level of language and play skills displayed

– Targeting appropriate language – Targeting appropriate play– What’s the next step?– Model next step/skill for language and play

Preparing for your PRT Session

• Schedule PRT time– Identify at least one 15-20 minute rotation per day– Train staff to do PRT throughout the day

• Create an appropriate space– Make an area using partitions/shelves– Sit so you are face-to-face with student, in chairs with

table (or on floor if needed)

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Preparing for your PRT Session

• Pre-Plan Activities– Provide wide selection of motivating activities and toys– Place toys out of reach

• Large tub/bin with lid

– Work with other specialists to consider all needs of student

– Consider sensory-based activities/items to teach student to request appropriately to meet their needs

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• If Grabbing Objects/toys– Avoid by teaching “hands down” and reinforce teaching “my turn” and

block/withold to encourage verbal language

• If Throwing Objects/toys– Avoid by teaching “do this” and show the student what TO DO; teach

them to say “no ______” for rejecting an object (have other reinforcing items to choose from)

• If Crying/Screaming– Avoid by having highly reinforcing items; ignoring behavior if possible;

waiting till quite then reinforce; ending session on a positive (maybe start with shorter session)

Arick et al., 2010

Work on Behavior Throughout the Session

• If aggressive (e.g., pinching, hitting)– Teach “hands down” and reinforce; ignore behavior;

provide frequent reinforcement for appropriate behaviors (“hands down”, “my turn”)

• Lack of appropriate responding– Secure student’s attention before presenting cue; present a

clear cue; have highly motivating items and market the items!

• Arick et al., 2010

Work on Behavior throughout the session

• Teacher: Your goal is to teach:– Turn taking: My turn…Your turn.– Student to say the preferred item they are playing

with in order to get it back.

Practice….take turns playing the role of student and teacher