Treatment of Discrete Trial Training (DTT) is the formal instructional technique that belongs to Applied Behavior Analysis (ABA). It is especially suitable for instructing specific skills in a controlled sequence that has been decomposed into techniques which can be mastered in steps (Sam & AFIRM Team, 2016). DTT thus has a very high rate of success for particular types of verbalization and clients with motivated behaviour, and it works very well when the goal is to acquire a response to a specific prompter.
Best Suited Verbal Operants for DTT
Mands (Requests): DTT is a powerful resource in mands teaching as the direct link between words, and the reinforcement is possible through verbal request. As such, a client being able to mouth the word “water” when thirsty will prompt the caregiver to serve the water directly following the request. This explicit adjuration sets the mood and solidifies the mandate (Sam & AFIRM Team, 2016). Such training is especially appropriate for clients with minimal communication skills or kids who are hard-wired to be non-verbal and to express their needs in ways other than speech.
Tacts (Labels): Tacts pertain to cases when the initial words merely name or label the objects, actions, or events. Applying the DTT components ensures that patients receive systematic teaching on labelling the items with actions depicted and reinforcement when the client gives a correct verbal response. It has a video phrase and asks questions for a deeper understanding of words and their meanings. By teaching them to speak in different ways, this activity will allow them to use more varied and descriptive language.
Echoics (Imitations): In DTT, the instructor enhances the learner’s self-expression by mirroring the client’s speech pattern. It works excellent for DTT precisely because it allows a clear demonstration of what is right and the development of what may be new phonation patterns for beginners or modification of articulation issues. It is beneficial for clients who are not able or non-verbal since it helps in the foundation-laying of simple imitative voice, which is essential to complex language development.
Best Suited Verbal Operants for NET
Intraverbals: The NET domain is applied in quite interactive settings; that is, there is a demand for intraverbal responses drawn from the context of conversation rather than a verbal translation from seeing something (Amsbary & AFIRM Team, 2017).
Social Phrases and Greetings: As these language elements belong to the linguistic context and are guided by social rules, they want to understand them within the relevant social interactions through which these elements will have the necessary meaning and be used appropriately.
A balanced approach involving DTT and NET can significantly enhance a verbal behavior program’s effectiveness, providing structured learning and opportunities for practical application. In the verbal behavior intervention I create, I combine both Discrete Trial Training (DTT) and Natural Environment Training (NET) to assure a complete learning environment for my clients (Sundberg & Michael, 2001). The blended model is the approach that combines the advantages of formal and structured learning in DTT with real-life experience and engagement levels in NET.
Initial Setup with DTT
I start my sitting where the surroundings up to the space are controlled, such as a room used for the therapy, where external factors are reduced. This environment is suitable for making DTT, and I am confident in their use because I can focus only on skills training after a short program that uses successive repetitions of training trials.
Objective: Train the client to give one specific automatism, like desiring her favourite snack.
Process: I demonstrate the object, for example, the snack, and ask, “What’s your preference?” Then I channel the client to recall the name of the snack the right way!
Reinforcement: The program’s hallmark is the instant feedback system. Upon the correct answer, a piece of snack immediately follows, followed by a rewarding utterance like “Well done! Here’s your snack.”
Transition to NET: I Introduce a new scene, like a playing area, in which I make mands a focus. I take the mand game to the next level by incorporating the mand requests into playing time. Not only that but it also invites an imitation use of mands and extends to related vocabularies, mentioning colours or actions related to a toy.
Incorporate Intraverbals with NET: I would participate in a conversation regarding the toy or perhaps associated activities, motivating the adolescent’s use of the Interverbals. I do it by modeling a behavior in dialogue or praising and planning together.
Review and Generalization: After the session, get back to the DTT mode for the vocabulary and responses, which will help integrate learning and enthusiasm. I would focus more on practising the learned words and phrases in different situations or with different people to accomplish the generalization of the skills.
Conclusion
I employ the DTT-NET concept to equip students with these skills but, most importantly, to make learning these skills practical and life-changing. This is a perfect strategy as it builds functional communication and implies a learning environment for my clients.
References
Amsbary, J., & AFIRM Team. (2017). Naturalistic intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/naturalistic-intervention
Sam, A., & AFIRM Team. (2016). Discrete trial training. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/discrete-trial-training
Sundberg, M. L., & Michael, J. (2001). The Benefits of Skinner’s Analysis of Verbal Behavior for Children with Autism. Behavior Modification, 25(5), 698–724. https://doi.org/10.1177/0145445501255003
write