Is ABA Just Discrete Trial Teaching? (No!)

“When one teaches, two learn” – Robert Heinlein

Author: Erin Leif, BCBA-D

Sometimes, people think ABA incorrectly is synonymous with discrete trial teaching (DTT). DTT is but one evidence-informed teaching tactic! In our recent survey of the professional practice of ABA in Australia, we found that BCBAs used a whole range of teaching tactics in ABA-based programs, including naturalistic teaching, shaping, modelling, positive reinforcement, and prompting. 

However, DTT can be a useful strategy in an ABA-based program, as it offers several advantages, all of which are designed to maximise the learner’s success:

1. DTT provides a clear and technological description of all components of teaching so multiple teachers can teach the skill in a consistent way (which prevents the learner from becoming confused and maximises learner success)
2. DTT involves breaking larger skills down into small teachable components, to meet the learner where they are at and ensure the learner can fully participate
3. DTT provides multiple practice opportunities for the learner within in single session. It is similar to a high-impact teaching strategy called opportunities to respond, which is widely used in classrooms to actively engage all students in the learning process
4. DTT incorporates prompting and prompt fading to maximise the learner’s success and build the learner’s independence with the skill. Prompts are gradually faded as the learner becomes more independent with this skill. This is similar to the process of scaffolding, which is often used in classrooms to help students learn new skills a little bit at a time 
5. DTT provides numerous opportunities for reinforcement within a single session. By keeping the rate of reinforcement high, the learning context should be enjoyable for both learner and teacher
6. DTT specifies clear mastery criteria. In other words, teaching continues until the learner demonstrates full independence with the skill (rather than moving on to new skills too quickly, before the learner is ready)
7. Each discrete response can be measured, and data can be graphed and analysed (e.g., by frequency, rate, or per cent correct/independent) to make teaching decisions and facilitate data-based problem-solving. In doing so, challenges the learner might be experiencing can be identified and addressed quickly, and changes can be made to the way we teach to keep the learner successful. 

DTT is not an appropriate teaching strategy for every skill. It is best used to teach discrete skills, or those which require a single response. Examples of discrete skills include pointing to objects or pictures (receptive language), naming objects or pictures (expressive language), following one-step instructions, matching, or imitation. 

Leaf et al. (2016) advocate for a progressive approach to DTT in ABA-based programs. In a flexible approach, fixed and inflexible protocols for using DTT are not used. Rather, teachers are encouraged to use their clinical judgement to make moment-to-moment decisions about the effectiveness of their teaching, based on ongoing analysis of the data. Leaf et al. recommend (a) making decisions about how to arrange teaching sessions (for example, the type and location of teaching materials) based on the strengths and needs of the learner, (b) using natural language when delivering instructions, (c) varying instructions when possible, (d) using flexible prompt fading strategies, (e) using a variety of consequences, including reinforcement and corrective feedback, which have been individualised to the learner, and (f) teaching in real-world (or “busy”) environments, when feasible. Such approaches may facilitate the development of more flexible and generalisable learner repertoires. 

Further Reading

• Ferraioli, S., Hughes, C., & Smith, T. (2005). A model for problem solving in discrete trial training for children with autism. Journal of Early and Intensive Behavior Intervention, 2(4), 224.
• Greer, R. D., & McDonough, S. H. (1999). Is the learn unit a fundamental measure of pedagogy?. The behavior analyst, 22(1), 5-16.
• Leaf, J. B., Cihon, J. H., Leaf, R., McEachin, J., & Taubman, M. (2016). A progressive approach to discrete trial teaching: Some current guidelines. International Electronic Journal of Elementary Education, 9(2), 361-372.
• Steege, M. W., Mace, F. C., Perry, L., & Longenecker, H. (2007). Applied behavior analysis: Beyond discrete trial teaching. Psychology in the Schools, 44(1), 91-99.