4.3 Discrete-Trial Teaching Implementation

The Anatomy of a Teaching Trial

Discrete-trial teaching, often called DTT, is a structured teaching procedure used to build new skills through repeated learning opportunities. A trial usually includes an antecedent or discriminative stimulus, the learner's response, the consequence, and a short intertrial interval. The RBT implements the trial sequence selected by the supervisor. The goal is not to drill for the sake of drilling; the goal is to create clear practice opportunities where the client can contact reinforcement for specific responses and where data show whether the skill is being acquired.

A basic trial might look like this: the RBT arranges three picture cards, gains attending according to the plan, says, Touch cup, waits the planned response interval, observes the response, delivers reinforcement or correction according to the plan, records the trial, and resets materials for the next trial. This can happen quickly, but accuracy matters more than speed. If the RBT rushes and records from memory later, places cards in a predictable pattern, gives unplanned facial cues, or repeats the instruction several times, the teaching data may overstate the client's independent skill.

DTT requires careful stimulus control. If the target is receptive identification of cup, the client should respond to the spoken instruction and relevant picture features, not to the RBT's gaze, card position, or repeated hint. An RBT might accidentally teach the wrong cue by looking at the correct card, tapping near it, using a different tone for the correct trial, or smiling before the response. Supervision and feedback are important because these subtle cues can be hard to notice during live teaching.

Scenario: The program targets listener responding with three objects: spoon, cup, and ball. The plan says use least-to-most prompting with a three-second response interval and provide a token only for independent correct responses. On a trial, the RBT says, Give me spoon. The client reaches toward cup. The RBT should not let the client complete the error if the correction procedure says to interrupt and prompt. The RBT follows the written correction sequence, records the prompted or incorrect response as specified, and moves to the next trial after the intertrial interval.

The RBT does not decide to remove cup from the array for the rest of the session unless the plan gives that decision rule.

Scenario: A client answers ten expressive labels correctly in a row. The RBT feels the target is mastered and starts a new set of labels from the shelf. That is outside the RBT role unless the program includes a supervisor-approved advancement rule. The correct action is to continue the assigned targets, collect data, and tell the supervisor that the client met the session criterion. Mastery, target changes, and program revisions belong to the supervisor or qualified team member.

DTT should still preserve motivation. Before starting a teaching block, the RBT checks that materials are ready, known reinforcers are available, the learner is positioned comfortably, and the session area supports attending. The RBT may use the planned number of trials, breaks, choice opportunities, and interspersal of mastered tasks. Interspersing easier maintenance trials can support momentum when the plan includes it. However, the RBT should not overload the learner with extra demands because data look good or remove breaks because the learner is performing well.

A DTT preparation checklist:

• Read the program target, SD, response definition, prompt hierarchy, correction procedure, mastery criteria, and data code before starting.
• Prepare all materials and reinforcers so trials are not delayed.
• Confirm how to score independent, prompted, incorrect, no-response, and refusal trials.
• Arrange stimuli to avoid position patterns and accidental cues.
• Deliver instructions consistently and once unless the plan says otherwise.
• Reinforce according to response quality and schedule.
• Record data during or immediately after each trial as required.
• Report patterns such as repeated errors on one stimulus, prompt dependence, or loss of motivation.

The RBT also watches for assent and dignity issues according to workplace policy and the supervised plan. A client who turns away, covers ears, or repeatedly says no may be communicating something important. The RBT does not ignore these signs in order to complete a data sheet. The RBT follows the behavior plan, uses approved break or choice procedures, records objective behavior, and seeks supervisor input when participation changes.

DTT is exam-relevant because it combines many RBT skills at once: antecedent arrangement, prompting, reinforcement, error correction, data collection, and professional boundaries. A strong RBT can describe the components, but more importantly can run a clean trial while avoiding unplanned prompts, accidental reinforcement, and subjective notes. The central question is always: What did the written plan say, what did the client do, what did the RBT deliver, what was recorded, and what needs supervisor attention?