Transcript Discrete Trial Training & Pivotal Response Training

Discrete Trial Training & Pivotal
Response Training
Discrete Trial Training
Cue
Response/
(opportunity to Behavior
respond)
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&li
st=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”
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 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
1. Associate self with reinforcer

1.
2.
3.
2.
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
1.
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.
Demonstration:
Correct Response
12
DTT
Cue
(opportunity
to respond)
Response/
Behavior
Consequence
Pause
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
Skill #1:
Ring Bell
+
Skill #1:
Ring Bell
Skill #2:
Ring Bell
w/
Distractor
(D)
+
+
+
Notes: 3
in a row
move on
Data Collection
Example of Intro Procedures
Date
Task
Data
4/7/13
Bell
+
+
+
Bell w/d
+
+
+
Car
+
+
+
Car w/d
+
+
+
Bell
+
+
+
+
+
+
+
+
+
+
+
+
Block
+
+
+
Block w/d
+
+
+
+
+
+
+
+
+
Car
4/12/13
R1
Bell
Car
Block
Car, Bell
R2
R1
Comments
X or “1st item”
Y or “2nd item”
Presented in random
rotation
Day 1
Presented in random
rotation
Day 2
Z or “3rd item”
Presented in random
rotation
Day 1
16
17
1.
2.
3.
4.
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…
Stop and restart trial
Repeat cue
Prompt with just enough assistance to get a correct response
Reinforce with social praise or less preferred item
Repeat trial with highly preferred item available
Demonstration: Error Correction
19


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

+
=
correct response
Ø
=
incorrect/no response and then
corrected with a prompt
0
=
incorrect/no response and not
correct even with a prompt
Skill #1:
Ring Bell
Skill #2:
Ring Bell
w/
Distractor
(D)
+
+
+
+
Notes: 3
in a row
move on
Data Collection
Error Correction
Date
Task
Data
4/7/13
Bell
+
+
Comments
0
+
=
correct response
O
=
O
=
incorrect/no response and then
corrected with a prompt
incorrect/no response and not
correct even with a prompt
23
Skill #1:
Ring Bell
Skill #2:
Ring Bell
w/
Distractor
(D)
+
+
+
+
0
Student Makes
Error
Notes: 3
in a row
move on
Skill #1:
Ring Bell
Skill #2:
Ring Bell
w/
Distractor
(D)
+
+
+
+
Ø
Student Makes
Error. Always
provide a
correction
procedure (/) after
an error (0)
Notes: 3
in a row
move on
Skill #1:
Ring Bell
Skill #2:
Ring Bell
w/
Distractor
(D)
+
+
+
+
Ø
+
Notes: 3
in a row
move on
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
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)
0
3 error corrections- go
to Reinforced Learning
Trial (RLT)
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
28
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:
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
 Naturalistic approach
 Student chooses activity
 Activity IS the reinforcer
 Can be used by
parents/teachers/peers/siblings
 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.
Cue
Control 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)
44
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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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.