Set Up A Stellar DTT Station in Your Classroom

Discrete trial training, or DTT, is an integral part of my classroom.  As one of the major teaching practices of Applied Behaviour Analysis, we teach most new skills through DTT.  Discrete Trial Training (DTT) is a method of teaching in simplified and structured steps. Instead of teaching an entire skill in one go, the skill is broken down and “built-up” using discrete trials that teach each step one at a time.   There is a clear beginning and end to each trial with prompts and antecedents kept simple and at an appropriate level. By

breaking down tasks into short manageable trials and using suitable prompts and guidance ‘DTT maximizes children’s success and minimizes their failures’ (Smith, 2001).  I am not going to go into great detail about what DTT is, but thought it would be helpful to provide some background information.

The Basic Concept

It might be helpful to initially think of DTT as a series of “teaching attempts” with each “attempt” called a “discrete trial” or sometimes just a “trial”. As an example, say we’re teaching a child, Jane, to learn to identify the colours red and blue by asking her to point to red or blue cards placed on her desk. Each teaching attempt or “discrete trial” might be scripted (structured) like this: 

Discrete Trial One

1. Teacher places one red and one blue card on the table in front of Jane
2. The teacher then says “point to red”
3. Jane responds by pointing to the red card
4. The teacher would say “That’s right! Great job!”
5. There would be a very short pause before a new discrete trial would begin

Discrete Trial Two

1. Teacher places one red and one blue card on the table in front of Jane
2. The teacher then says “point to blue”
3. Jane responds by pointing to the blue card
4. The teacher would say “You’re right! That’s Brilliant!”
5. There would be a very short pause before a new discrete trial would begin

Within DTT, each trial has a very specific set of steps that are clearly defined and scripted, and always need to be followed. Clearly defined steps allow the instructors to identify what specific teaching methods are working and which ones are not.

Steps for Implementation: 

Step 1: Deciding What to Teach 

Effective DTT sessions are well thought out, fast-paced, and highly organized.  Before you can begin to implement DTT in your classroom, it is essential that you decide what you are going to teach.  Before I choose the skills we are going to teach, I complete an assessment.  We use the Hawaii Early Learning Profile Assessment and Curriculum in my classroom, but other common assessment/curriculum tools are the ABLLS-R, the VB-MAPP, or STAR, among others.  Once the assessment is complete, teachers decide which of the learner's IEP objectives will be taught using a DTT approach.  Some learning objectives are better taught using DTT than others. Objectives that involve fine and gross motor skills, language, recreation, self care, cognitive, and academic skills are very often appropriate for DTT. 

Step 2: Setting-up the Data Collection System

One of the defining characteristics of a high quality discrete trial training program is the collection of trial by trial data. When setting up the DTT instruction plan, it is important to have data sheets specifically designed for the skill being taught.  I like to use these data sheets from Christine Reeve's Book, Taming the Data Monster.  

These data sheets contain all of the information needed for the instructor to run the program, take the data and graph it all on sheet.  You can also customize them to meet your specific needs.  A good data sheet includes a brief description of the skill being taught, teaching phases, prompt level, mastery criteria, scoring code and space to add comments/notes.

Step 3: Designating Location(s)

Selecting an appropriate location or locations for teaching is a very important part of planning DTT instruction. When the team meets either during the IEP meeting or separately, it might be helpful to generate a list of possible locations where the teaching can take place. Each location should be carefully examined to determine the advantages and disadvantages of that location. Considerations might include: a quiet place without too many distractions, sufficient space for instruction and for breaks, and adequate lighting and seating.  

In my classroom, our DTT area has two large tables which can each accommodate 2 students and 1 instructor at a time.  The area is defined by shelving units which section it off from other areas in the classroom.  Teaching materials are within reach and there is enough space for the students move around for movement breaks or to perform gross motor movements if required by their programs. On the whiteboard, I have posted visual reminders for the staff with tips on how to run effective DTT sessions.   

Step 4: Gathering Materials

Having the correct materials will make your program easier and more efficient to run.  Below is a list of materials that will be helpful in setting up your program:  

• Binders for data collection and team communication 
• Pencil case with pencils, pens, ruler and calculator (for data binder)
• Variety of tangible reinforcers (edible and non-edible)
• Choice board of possible reinforcers based on preference assessment for those students using a token economy system 
• Instructional materials (flashcards, flip books, real life objects, scissors, crayons, dry erase markers for teaching fine motor skills) 
• Bins for storage which can be clearly labeled 

In my classroom, we store small teaching materials, such as flashcards, flipbooks, and small manipulatives in shoebox bins.  These bins take up little space and also allow us to take the materials to another area of the classroom or school if needed.  We also store edible reinforcers or small toys used as reinforcers and token boards, choice boards and first/then boards as appropriate for the student based on their schedule of reinforcement.  On the lids of these bins, I post some information about the student for staff to reference.  It includes information about their preferred reinforcers and schedule of reinforcement, their current learning goals, mastered skills, excessive behaviours and information about how staff should respond to these behaviours.

 For larger teaching materials, we store those in the large bins in the shelving units in this area or in letter sized poly zip pockets I got at Costco.  All the teaching materials are labelled according the HELP goal number, along with a brief description of the goal.  This assists staff with quickly locating the teaching materials they need for each goal.  This information is also on each data sheet for the student.  The student's data binders are kept just below their DTT Bin on the shelving unit.  That way staff can grab both at the same time.

Step 5: Delivering the Trials 

 There are 6 possible parts to a discrete trial: 

1. Antecedent
2. Prompt
3. Response
4. Consequence for a correct response
5. Consequence for an incorrect response
6. Inter-trial interval

Authors generally state that there are 5 parts to a discrete trial (e.g. Malott & Trojan-Suarez, 2006; Smith, 2001) because the consequences (my parts 4 and 5 above) are usually regarded as just one part. I have separated them into two because I think it’s helpful to show that there are two possible consequences and that both need to be clearly defined.  A seventh step could be also be added; that being data collection.  After the response is given and/or prompted, the student's response should be immediately recorded on the data sheet.

When conducting DTT sessions, it is important to intersperse easy and hard tasks to keep students engaged.  This is why we also store maintenance materials in this area as well.  Maintenance refers to mastered to mastered tasks or skills.  Storing these materials in this area also allows you to modify teaching if your student is having a rough day by lowering demands and also provides some "fillers" while you get organized to run the next program.

When using flipbooks for teaching, the natural prompt would be a gestural one, however if you want the student to focus on the stimuli and not your finger, I would suggest using a visual prompt.  It can be challenging to find the correct visual prompt, which is usually a flashcard, while running the trials and keeping the student on task.  I have found that it's easier to have all of the visual prompts velcroed to one page.  That way, you can quickly find the prompt you need and keep up the pace of instruction.  This is also effective when using flashcards, plus you can use this as a matching task!

I hope you have found this information useful and would love to hear how you organize DTT sessions in your classroom!  Do you have any brilliant tips to share?  I'd love to hear them!  Drop a comment below or email me!  Thanks for stopping by and have a great weekend!

ABA: The Building Blocks of Teaching

If you teach Special Education, or have ever had a student with Autism in your class, then you most likely have heard the term ABA.  But do you really know what ABA is?   In my position, I train and consult to a lot of EAs and teachers and it surprises me how little they really know about ABA.  I mean, after all, ABA is one of the most effective teaching methods for students with ASD.  But, besides that ABA principles are really just good teaching practices, period!  Every teacher uses some form of ABA in their classrooms, whether they know it or not.  So today I'd like to take a closer look at what ABA is.

ABA is the only therapy with more than 30 years of research proving its effectiveness for children with Autism and other developmental disorders.

ABA, or Applied Behaviour Analysis therapy, is the science of human behaviour.  It is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviours to a meaningful degree.   "Socially significant behaviors" include reading, academics, social skills, communication, and adaptive living skills. Adaptive living skills include gross and fine motor skills, eating and food preparation, toileting, dressing, personal self-care, domestic skills, time and punctuality, money and value, home and community orientation, and work skills.

Over the past 30 years, several thousand published research studies have documented the effectiveness of ABA across a wide range of:

• populations (children and adults with mental illness, developmental disabilities and learning disorders)
• interventionists (parents, teachers and staff)
• settings (schools, homes, institutions, group homes, hospitals and business offices), and
• behaviors (language; social, academic, leisure and functional life skills; aggression, self-injury, oppositional and stereotyped behaviors)

ABA treatment can include any of several established teaching tools, including discrete trial training, natural environment teaching, and the Floortime model.

Discrete trial teaching

The most common and distinguishing type of intervention based on applied behavior analysis is discrete trial teaching. It is what people most often think of when you say "ABA" or "Lovaas method." It is a mistake, however, to think of an ABA program as just DT teaching. Lovaas (among others) notes very clearly that a behavioral program is a comprehensive intervention, carried out, as much as possible, in every setting, every available moment. The skills that are taught so efficiently in discrete trial drills must be practiced and generalized in natural settings.

A discrete trial is a single cycle of a behaviorally-based instruction routine. A particular trial may be repeated several times in succession, several times a day, over several days (or even longer) until the skill is mastered. There are four parts, and an optional fifth, to a discrete trial.

• the discriminative stimulus (S^D)-- the instruction or environmental cue to which the teacher would like the child to respond
• the prompting stimulus (S^P)-- a prompt or cue from the teacher to help the child respond correctly (optional)
• the response (R)-- the skill or behavior that is the target of the instruction, or a portion thereof
• the reinforcing stimulus (S^R)-- a reward designed to motivate the child to respond and respond correctly
• the inter-trial interval (^ITI)-- a brief pause between consecutive trials

Essentially, this illustrates the order of a discrete trial. First comes the teacher's instruction (S^D). If the teacher thinks the child may need some help responding correctly, she will give him a little prompt, cue, or model to help him out (S^P). Then, either with help or without, the child gives some response to the instruction (R). If the child responds incorrectly she might correct him, and then give him another chance. If he responds correctly, or close to correctly, the teacher might give him some reward or praise to encourage him (S^R). After that is completed, the teacher might want to pause for a bit before continuing, to let the child know that they have completed one set and have moved on to the next (^ITI).

When I present workshops or provide trainings, I don't like to overload my audience.  The same applies here, so I am going to stop here and talk more about discrete trial training,  in my next blog post.  Since ABA and Discrete Trial Training are large topics to cover, I am going to break these concepts down into a series of blog posts.  I hope you found this introduction helpful and hope you will stop by next week for the second post in this series.

To help you get started with discrete trial training, I have made my DTT Colour Teaching Kit free for a limited time!  Click on the picture below to grab it for free while you can!

Until next time,