Discrete Trial Training & Pivotal Response Training

Discrete Trial Training Cue (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 Student indicates interest in chips 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 necessary Leaf, 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” Initial Instruction (“Touch your nose”) A prompt or cue given by the teacher to help the child respond correctly (Teacher points to child’s nose) A response given by the child (Child touches nose) An appropriate consequence (“Nice job touching your nose” + sticker) 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 DT Intro Procedures What to do when the student gets it right DT Intro Procedures Introducing new items, concepts in a sequential manner Error Correction What to do when the student makes an error Reinforced Learning Trials What to do when the student makes several errors Delivery 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 reinforcement Associate self with reinforcer Reinforcers readily available…go to child…give reinforcer without demand If child does not take it, lay it next to child and leave table Work towards goal of having child take reinforcer in presence Pair your voice with item 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 Reinforce Student In general… 3 in a row correct? Then move on to next step following program plan. Demonstration: Correct Response

Discrete Trial Training Cue (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 reinforcer In general: 3 in a row correct then move to next step/ skill in program

Data Collection Skill #1: Ring Bell +

Data Collection Skill #1: Ring Bell + Notes: 3 in a row move on Ring Bell w/ Distractor (D)

Data Collection Example 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 Presented in random rotation Day 1 4/12/13 Day 2 Block Z or “3rd item” Block w/d Car, Bell R1 R2 R1

Rules/ Suggestions about the Distractor It is not overly distracting for the child It is never the correct response In the same classification (object or picture) Not an item you are currently teaching Arick et al., 2004

DT Scenario: Error Correction If 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 Demonstration: Error Correction

General Reinforcement Procedure 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

Data Collection + = 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- Correct Responses Skill #1: Ring Bell + Notes: 3 in a row move on Skill #2: Ring Bell w/ Distractor (D)

Data Collection Error Correction Date Task Data Comments 4/7/13 Bell + + = correct response O = incorrect/no response and then corrected with a prompt O = incorrect/no response and not correct even with a prompt

Data Collection- Incorrect Trial Skill #1: Ring Bell + Notes: 3 in a row move on Skill #2: Ring Bell w/ Distractor (D) Student Makes Error

Data Collection- Error Correction Skill #1: Ring Bell + Notes: 3 in a row move on Skill #2: Ring Bell w/ Distractor (D) Ø Student Makes Error. Always provide a correction procedure (/) after an error (0)

Next Trial After Prompted Trial Skill #1: Ring Bell + Notes: 3 in a row move on Skill #2: Ring Bell w/ Distractor (D) Ø After prompted trial, keep position of items the same

Reinforced Learning Trial (RLT) Procedure After 3 errors in a row: Note change in prompt level on data sheet Reinforce with tangible and verbal reward Slowly fade back amount of assistance needed after student gets 3/3 correct at current step

Reinforced Learning Trials (RLT) Data Collection Date Task Data Comments 4/7/13 Ring Bell w/D + 3 error corrections- go to Reinforced Learning Trial (RLT) RLT- PP (Partial Physical Prompt) RLT – TP (Touch Prompt ) No Prompt- NP (No Prompt) 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

Recommendations for DT Sessions 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

Teaching Sitting in a Chair 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

Ideas for decreasing crying & tantrum behavior Find extremely motivating reinforcers Talk about the reinforcers End sessions with correct response sequence and good behavior Withdraw & ignore tantrum behavior Present a simple trial when tantrum stops Redirect with a series of simple trials from an easier program Conduct an FBA Arick et al., 2010

Teaching Sharing & Waiting 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

Practice Using DTT, Teach your partner to: Teacher: 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”

Pivotal Response Training 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

Advantages of Using PRT 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 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

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.

Cue Control is shared Cue is Clear and Related to the chosen activity 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 Reinforce attempts 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 - Give student time to enjoy the R+

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)

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

Work on Behavior Throughout the Session 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

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