Training New Instructors to Implement Discrete Trial Teaching Strategies With Children With Autism in a Community-Based Intervention Program

The effects of training and supervision on instructor knowledge and performance of discrete trial teaching (DTT) within three domains (DTT Technical Skills; Work Session Preparation/Conclusion; and Student Engagement/Management) were examined in this study. Eight undergraduate student instructors received an 8-hr training in DTT and support skills accompanied by a pre- and post-test of knowledge. The instructors then taught a variety of skills to six students with autism in a community-based preschool, where instructor competence was tracked and performance feedback provided using the Discrete Trial Teaching Competency Checklist for Instructors. Competence in all three domains improved over time with performance feedback. However, significant variability was observed within and between instructors, and performance in some areas remained below optimal levels even with regular supervision and performance feedback. Implications for training and supervising instructors to implement DTT with children with autism in community-based settings are discussed

Practices in Early Intervention for Children with Autism: A Comparison with the National Research Council Recommended Practices

The National Research Council (2001) report was reviewed to identify and document recommended practices for programs serving young children with autism spectrum disorder. Twenty seven surveys inquiring about program practices were sent to educational service districts, school districts, and neurodevelopmental centers in Oregon and Washington that had a program specifically designed to serve young children with autism spectrum disorder. Survey results indicated that the practices currently utilized within autism early intervention programs are in many ways inconsistent with the recommended practices identified in the literature. Implications and future research needs are discussed

Practices in early intervention for children with autism: A comparison with National Research Council recommended practices. Education and Training

Abstract : The National Research Council (2001

Effects of training and feedback on Discrete Trial Teaching skills and student performance

This study examined the effects of training and feedback on instructor performance of Discrete Trial Teaching (DTT) and support skills. This included an examination of the generalization and maintenance of instructor skills, and the impact of instructor skills on student performance. Six undergraduate research assistants received an 8-h training in DTT and taught a variety of skills and behaviors to four preschool students who had developmental disabilities. A multiple-baseline design was used to assess instructor performance following training alone, during implementation of oral and written performance feedback, and at 2, 4, 6, and 10 weeks follow-up. Instructors demonstrated correct use of DTT and related skills at a rate of 63–80% following training. When performance feedback was provided, all instructors attained proficiency ratings of 90% by the second session and 97–100% by the fourth session. High levels of instructor proficiency were maintained at follow-up and generalized across students and learning tasks. Student learning and instructional efficiency were superior in the feedback and follow-up conditions compared to baseline. The results highlight the need for training programs that allow school personnel to correctly use DTT to effectively facilitate learning and development in students who have developmental disabilities

Using Discrete Trial Teaching Within a Public Preschool Program to Facilitate Skill Development in Students with Developmental Disabilities

There is a great need to identify specific instructional methods that effectively promote positive skill development in young children with developmental disabilities. One method that has received strong empirical support with children with autism is Discrete Trial Teaching (DTT); however, the effectiveness of DTT has not been extensively evaluated with children who have developmental disabilities other than autism. This project was an initial investigation evaluating the practicality and effectiveness of providing DTT instruction to children with a wide range of developmental disabilities within an existing public preschool program. Participants were randomly assigned to receive DTT or individual attention in a control condition. The project evaluated the effects of providing DTT on the participants\u27 cognitive, language, behavioral, and social-emotional functioning. Results generally indicated positive changes in adaptive behavior development and social-emotional functioning for students who received DTT. Implications and directions for future research are discussed

Effectiveness of Discrete Trial Teaching with Preschool Students with Developmental Disabilities

There is a great need to identify instructional methods that effectively promote positive skill development in young children with developmental disabilities. This 2-year longitudinal study evaluated the practicality and effectiveness of two delivery models of providing Discrete Trial Teaching (DTT) to children with developmental disabilities within an existing public preschool program. At baseline all participants demonstrated significant developmental delay in several areas of functioning (communication, motor skills, language, social/adaptive behavior, and cognition). In year 1 of the intervention each participant received DTT in three 10-15-minute intervals each school day. In year 2 participants received DTT in one 30-45-minute interval each school day. Participants who were exposed to both delivery models acquired new skills significantly faster and learned more in year 2, suggesting greater instructional efficiency and effectiveness when DTT was provided in one longer session. The results indicated that DTT has the potential to be used practically and effectively within existing public preschool programs to positively impact the learning and development of young children with developmental disabilities. Implications and directions for future research are discussed