Skill Acquisition Discrete Trial Training Learn Unit Instruction

Skill Acquisition: Discrete Trial Training Learn Unit Instruction Maddi Benoit, R. B. T. , M. Ed. This training program is based on the RBT Task List (2 nd ed. ) and is designed to meet the 40 -hour training requirement for RBT certification. The program is offered independent of the BACB

§ C. Skill Acquisition § C-4 Implement discrete-trial teaching procedures. § CABAS® TA Rank: § Verbal Behavior About the Science § CABAS® and the Learn Unit § Verbally Mediated Repertoires § Contingency Shaped Repertoires § Presents instruction, measuring behaviors, implementing programs, etc.

What is a discrete trial? A discrete trial is “any operant whose response rate is controlled by a given opportunity to emit the response. Each discrete response occurs when an opportunity to respond exists. ” Cooper, J. O. , Heron, T. E. , & Heward, W. L. (2019). Applied Behavior Analysis (3 rd Edition). Hoboken, NJ: Pearson Education.

Why Use Discrete Trial Training (DTT)? § DTT is one of the best known and researched tactics derived from behavior analytic literature. § Complex skills are broken into subskills and taught through repetitive practice; each unit of practice is a unique trial. Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on autism and other developmental disabilities, 16(2), 86 -92. , Stahmer, A. C. , Ingersoll, B. , & Carter, C. (2003). Behavioral approaches to promoting play. Autism, 7(4), 401 -413.

Where Did We Learn About DTT? How Do We Know It Works? § DTT was used in laboratory research by famous behaviorists Thorndike, Watson, Pavlov and Hall in the early 1920 s. . over 100 years ago! § In a famous experiment, Thorndike taught cats to navigate and escape a puzzle box and find food! When the cat found the food, the trial ended; each time the cat was placed back in the box, a new trial began; this experiment coined “discrete trial. ” Luiselli, J. K. , Russo, D. C. , Christian, W. P. , & Wilcyznski, S. M. (Eds. ). (2008). Effective practices for children with autism: educational and behavior support interventions that work. Oxford University Press.

Where Did We Learn About DTT? How Do We Know It Works? § The discrete trial was first implemented in the applied setting to teach vocal verbal behavior to an individual with autism spectrum disorder (ASD); the intervention’s initial success and replication in the published literature of the science supported its use as a preferred method of intervention during intensive ABA services for individuals with ASD. Wolf, M. M. , Risley, T. R. , & Mees, H. (1964). Application of operant conditioning procedures to the behaviour problems of an autistic child. Behaviour Research and Therapy, 1, 305 -312. , Lovaas, O. I. , Schreibman, L. , 1971. Stimulus overselectivity of autistic children in a two stimulus situation. Behav. Res. Ther. 9, 305 -310.

§ Each trial has a discrete beginning and end and is made up of FIVE parts § An antecedent: any stimulus emitted in order to evoke a response § A prompt: a supplemental stimulus emitted What Does DTT Look Like? with/right after an antecedent; these are emitted to assist client’s correct responding § A response: the behavior emitted by the client; determined as correct or incorrect § A consequence: response emitted by instructor § An intertrial interval: duration of time between discrete trial ending and another’s beginning Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on autism and other developmental disabilities, 16(2), 86 -92. ,

Prompt: Antecedent: Instructor: “Point to x” A full physical prompt is provided; the instructor takes the client’s hand physical prompts the client to point to the x Response: Correct: The client allows the instructor to their hand points to x Incorrect: The client does not allow the prompt and does not point to x Discrete Trial Example Consequence: For correct R+: Reinforcement (“good job” and provides edible) For incorrect R+: vocal feedback or lack of reinforcement (“try again” or looks away briefly) An Intertrial Interval: The instructor allows the client to finish eating the edible before providing next antecedent; this duration is an intertrial interval of time This example is one trial for one STO. Additional contingencies may be imbedded or faded in future objectives when criterion is met.

DTT as a Teaching Paradigm § Every operant response is acquired through exposure to the contingencies imbedded in DTT: § “A response to an antecedent stimulus is learned when followed by a reinforcer” § The literature of the science demonstrates that this is the manner in which we learn; therefore, behaviors learned using other teaching paradigms within ABA—incidental teaching, natural environment training, mand model, pivotal response training and the milieu model —are all examples of exposure to discrete trials! Luiselli, J. K. , Russo, D. C. , Christian, W. P. , & Wilcyznski, S. M. (Eds. ). (2008). Effective practices for children with autism: educational and behavior support interventions that work. Oxford University Press.

§ High degree of structure § Strict phases of instruction for each trial and each target objective § Massed trials What makes DTT Different from other Teaching Paradigms found in ABA? § The literature demonstrates that repetitive experiences with like antecedent stimuli and effective reinforcers increases correct responses and successive approximations § Mastery Criterion § Determined target rate of responding and subsequent appropriate target objectives after criterion acheivement Luiselli, J. K. , Russo, D. C. , Christian, W. P. , & Wilcyznski, S. M. (Eds. ). (2008). Effective practices for children with autism: educational and behavior support interventions that work Oxford University Press.

§ Increased teaching trial opportunities § Skill proficiency § Functional relationships between Why Is This Important? What Can We Accomplish? increased trial presentation with contingent decreases of inappropriate behaviors emitted have been shown § Utility of Scripted Instruction and DTT § Predetermined instructional sequence § Corresponding data collection § Graphing of data collected § Subsequent graphical analysis and evaluation of client progress Luiselli, J. K. , Russo, D. C. , Christian, W. P. , & Wilcyznski, S. M. (Eds. ). (2008). Effective practices for children with autism: educational and behavior support interventions that work Oxford University Press.

§ All verbal operants are targeted during DTT instruction § Ensure that we have all appropriate potential reinforcers prepared Why Is This Important? What Can We Accomplish? § With appropriate programming considerations, generalization of target objectives can be targeted § Avoid rote responding § Generalize response repertoires to the natural environment using prompting & fading procedures and thinning of reinforcement schedules Luiselli, J. K. , Russo, D. C. , Christian, W. P. , & Wilcyznski, S. M. (Eds. ). (2008). Effective practices for children with autism: educational and behavior support interventions that work Oxford University Press.

§ With appropriate programming considerations, natural contingencies of reinforcement can be imbedded within instruction. § In addition to thinning schedules of Why Is This Important? What Can We Accomplish? reinforcement, contingent changes in the contingencies of reinforcement emitted by instructors should be programmed for in order to increase the client’s contact with natural interactions and reinforcers. § In order to ensure high client motivation, instructors should identify potent reinforcers or other methods of ensuring a motivating operation is in place throughout DTT. Luiselli, J. K. , Russo, D. C. , Christian, W. P. , & Wilcyznski, S. M. (Eds. ). (2008). Effective practices for children with autism: educational and behavior support interventions that work Oxford University Press.

Applying DTT to The Instruction of Children with Autism and other Developmental Disabilities § The literature of the science has published many studies that have documented the efficacy and utility of DTT for the selection of propriety goals, and instruction of those targets, with the use of appropriate prompting and reinforcement contingencies. The proprietary goals and targets that have been remediated and taught as a function of DTT include: § Intensive, comprehensive ABA-based programs (Smith, 1999) § Communication, social interaction and self-care skills for individuals with Autism Spectrum Disorder (ASD) (Newsom, 1998) § The reduction of problem behavior such as escape and avoidance Luiselli, J. K. , Russo, D. C. , Christian, W. P. , & Wilcyznski, S. M. (Eds. ). (2008). Effective practices for children with autism: educational and behavior support interventions that work. Oxford University Press

What is a Learn Unit? A learn unit is an evidence based and objective measurement tool that consists of three interlocking contingencies between a student and a teacher—client & technician—that results in learning for both parties.

The Learn Unit: A Review The learn unit is only present when relevant establishing & motivating operations are in place. The attention of the learner is essential for LU delivery. The interlocking contingencies of the LU include scripted antecedents or discriminative stimuli that precede responses. All contingencies imbedded within discriminative stimuli, such as prompting procedures, should be selected contingent on the findings of the science and client data. The LU includes a predetermined and socially significant target response that is objectively defined and measured. The interlocking contingencies of the LU include predetermined consequences that are emitted contingent on the behavior of the learner. For correct responses, as determined by prescripted instruction, contingencies of reinforcement are emitted. For incorrect responses, corrective feedback and independent opportunities are provided. The contingencies of reinforcement and corrective feedback are predetermined and selected contingent on the learner and target repertoire. All learn unit data should be graphed analyzed using moment to moment decision making in order to make socially significant changes in student behavior.

Interlocking Contingencies Between Instructor and Learner § The Antecedent, Behavior, Consequence operant, or three-term contingency, exists for both the instructor and the learner during learning. § The repetitive emission of interlocking contingencies between a teacher and student make up learn unit instruction. § Learning must occur between both members of instruction in order for a learn unit to have occurred.

Interlocking Contingencies Example Antecedent Behavior Learner Correct response: The instructor provides three cards to a learner. Each card has one letter on it. “Point to X” Instructor Antecedent The learner is attending to the stimuli and instructor. There is an establishing and motivating operation in place. The learner pointed to the card with an X within three to five seconds. Incorrect response: The learner pointed to the card with a Z or did not respond. Behavior Provide card stimuli in a field size of three, each with a different single Arabic letter printed. Vocal verbally provide the discriminative stimulus “point to x”. Consequence The learner’s behavior is the instructor’s consequence—it determines the way the instructor will behave in the future. Antecedent The learner’s behavior is also the instructor’s antecedent to respond contingently, dependent on whether the learner’s response was correct or incorrect.

Interlocking Contingencies Example cont. Consequence Learner Correct response: “Awesome job, that is x! Put a token on your board/you earned a chip!” Incorrect response: “This is pointing to x” Model provided. Instructor Antecedent The learner’s behavior is also the instructor’s antecedent to respond contingently, dependent on whether the learner’s response was correct or incorrect. Behavior Consequence The instructor emits predetermined reinforcement or corrective feedback contingencies individual to the learner and target repertoire. The completion of the learn unit is the instructor’s consequence. Data is recorded, and graphed, contingent on the student’s response (+/-).

§ Learn units are used as the least divisible unit of measurement in strategic pedagogical environments. § The use of learn units lead to learning that What Do We Use Learn Units For? Why Do We Use Them? happens three to seven times faster in comparison to traditional pedagogical measurement topographies. § They are used to collect objective data which must be graphed for subsequent graphical analyses that informs moment to moment decisions made to positively impact socially significant behavior change & learning. Albers, A. E. , & Greer, R. D. (1991). Is the three-term contingency trial a predictor of effective instruction? . Journal of Behavioral Education, 1(3), 337 -354.

Learn Units are NOT One Size Fits All There are variations of the learn unit that are selected contingent on each individual’s verbal behavior repertoire & the objective being taught

Learn Unit Varieties

Behavior Does Not Occur in a Vacuum; What The Learn Unit in Context Teaches Us: § Learn units—therefore, behavior —must occur in the context of an environment. § Contingencies within the environment act on those operant behaviors. § The context in which learning occurs provides other potential sources of learning deficits and contingent evidence based interventions to increase socially significant learning.

DISCRETE TRIAL TEACHING § By understanding what DTT is, we understand the paradigm of teaching for operant conditioning. § We understand events that occur before and after a behavior of interest and those events evoke and influence the future emission of that behavior. We now understand DTT and LU Instruction —Now What? § We know that DTT is used to increase acquisition of skills that were not in repertoire prior to intervention. LEARN UNIT INSTRUCTION § More specific than DTT, is the use of LU instruction to increase acquisition of skills three to seven times faster in comparison to other instructional methods. § Interlocking contingencies exist between the instructor and learner; in order for a learn unit to have occurred, learning must occur for both the instructor and learner. § Learn unit varieties are selected based on the learner and the target repertoire; the graphical analysis of the data, and the LU in context, are used to make pedagogical decisions.