Discrete Trial Training (or sometimes referred to as Discrete Trial Teaching) (DTT) refers to a structured, behaviorally-based format of teaching.     DTT is an instructional method that:

1)      Breaks learning down into smaller segments

2)      Focuses on one particular skill at a time

3)      Has a distinct beginning and end (i.e., the discrete trial)

4)      Provides substantial repetition of a particular task in order to ensure acquisition

5)      Utilizes a structured prompting procedure

6)      Requires the use of positive reinforcement

A typical discrete trial consists of the adult teacher providing a discrete stimulus (SD) which is followed by the child’s response (R). When first teaching a skill to a child, the teacher pairs a prompt (P) with the SD. For example, while saying, “sit down” the teacher lightly pushes on the child’s shoulder to prompt the child to sit. This prompt will be faded to a light tap on the shoulder, and eventually faded completely once the child responses to the verbal SD alone. When the child responds to the SD, the teacher immediately provides a reinforcing stimulus (SR). If the child responds appropriately, the reinforcement of the response should be positive (SR+). For example, if the teacher says to the child, “sit down” and the child immediately sits down, the teacher should quickly reinforce the child’s response by saying “GOOD JOB!” or giving the child a small treat. This sequence is repeated several times until the child understands the contingency of the reinforcement. Positive reinforcement of appropriate responses is KEY to effective DTT.

       (SD + P)                      (R)                        (SR)

SDs should always be delivered in a consistent manner. They should be loud, clear, assertive, and animated. The SDs should not be repeated or interrupted before the child has an opportunity to respond (e.g., Don’t say “look at me, look at me”).

Rs should also be clear. A non-response by the child is a response. There should be general agreement on the part of the teachers what constitutes an accurate response.

SRs are extremely important. These will determine whether you get a correct response again in the future. It is essential that the SR immediately follow the child’s response. Reinforcers, especially primary or food reinforcers, should be rotated so the child does not satiate on any particular reward. Social rewards and praise should always be the goal. Fade food reinforcers as soon as possible. When using verbal reinforcement be sure to distinguish between a “no” response and a “good job” response. The verbal tone of these SRs should differ substantially.

When teaching a new skill, the skill is “mass trialed”. In other words, the only target item is that particular new skill. Once the child has mastered several skills, these target items can be randomly rotated so that the child is required to discriminate between two or more known items. For example, a child may have learned to identify two colors separately—blue has been taught, and red has been taught, but never together. Once the child can respond correctly to these two colors separately, it is time to have the child discriminate between these two known colors. Initially random rotations should occur between two very distinct looking and sounding items (e.g., blue versus yellow).

DTT programs are typically tailored for each child; however, when beginning a DTT program certain precursor skills such as receptive commands (e.g., “sit down”) and non-verbal imitation (e.g., “do this”) should be taught in order to get the child ready to learn. These early skills will be slowly and methodically built upon over time.