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Discrete Trial Training RLO

Jerry Zurita

on 21 September 2015

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Transcript of DTT & ABA

Step 3: Response

The response, sometimes called the target behavior, comes after both the antecedent and the prompts. The DTT behavior is defined clearly such as “student will give you 2 marbles out of 10” and not something more general such as “student will answer correctly.” This ensures that anyone teaching the child will know precisely what response is to be reinforced.
Step 4

Consequence for a correct response: Correct responses receive positive reinforcement which may be in the form of verbal praise or delivery of tangible reinforcements like sweets. A reinforcement after every correct response is called a continuous reinforcement.
Step 5:

Consequence incorrect response: A correction procedure would be followed by the teacher to show the child what the correct response was. This correction would use a pre-chosen cue to help them understand what the correct response was.
Step 2:
Prompts are supplemental teaching cues. For example, when a student first is learning to point to colored objects, a prompt such as a gestural prompt might be used. Only if the learner responds correctly by pointing to the red object would reinforcement be delivered.
Step 1:
The antecedent sets up the response. It also provides instruction a behavior response with consequences and reinforcements which may be positive or negative. The skill is broken down and built-up using discrete trials that teach one step at a time. It is highly structure and consistent which is based on repetition of trials taught one-on-one and modeling.
Slide 1:

Applied Behavior Analysis
behavior modification techniques such as Discrete Trial Training
is commonly used to help autistic students who may be often unresponsive, overly sensitive, and withdrawn but can learn new behaviors.
Applied Behavioral Analysis & Discrete Trial Training
Step 6:
Inter-trial interval; It signifies end of DTT. It comes after the consequences, whether correct or incorrect. As the name suggests, it is an interval that comes between trials and signifies the ending of that trial.
Slide 3:

The behavioral analyst may work in collaboration with the department of health case manager, clinical supervisor, occupational therapist, psychologist, or any other members of the participant's circle of support. The behavioral analyst may act as a clinical supervisor when working with a special education teacher to assist in administering the DTT. Let’s go over the six steps that make up the Discrete Trial Training.
Slide 2:

The primary duties of a Behavioral Analyst is to work with persons with disabilities in assessment, individual planning, and training regarding modifications of behaviors. The duties often include conducting a Functional Behavioral Assessments (FBAs) or the development of a Positive Behavioral Support (PBS) plan.
Inter-Trial Interval
Consequence for Incorrect Response
Consequence for Correct Response
The Response
The Antecedent

The Six Steps of the Discrete Trial Training above are the following:

1. Antecedent – First part of DTT “sets up response to behavior modification method.”

2. Prompt – Teaching cues in the form verbal, visual, and physical prompts.

3. Response – Behavior outcome after antecedent and prompts.

4. Consequence for a correct response – student is given reinforcements or praise.

5. Consequence for an incorrect response – Student redirected to correct response.

6. Inter-trial interval - Signifies end of DTT behavior modification session.

The Prompt
Review of Discrete Trial Training
Full transcript