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| Assessing and Enhancing Discrete Trial Procedures to Maximize Learning for Children With ASD |
| Monday, May 29, 2017 |
| 4:00 PM–4:50 PM |
| Convention Center Mile High Ballroom 4E/F |
| Area: AUT/PRA; Domain: Service Delivery |
| Chair: Sarah A. Lechago (University of Houston-Clear Lake) |
| CE Instructor: Ivy M. Chong Crane Crane, Ph.D. |
| Abstract: Individuals with ASD face many challenges, including acquisition and generalization of new skills. While discrete trial training (DTT) remains a hallmark of early intensive behavioral intervention (EIBI) programs, there remains a lack of research indicating optimal procedures for specific learners. The studies in this symposium assess elements of DTT that may lead to optimal learning outcomes, including generative instruction, presentation order, and treatment integrity. |
| Instruction Level: Basic |
| Keyword(s): Discrete trial, Generative Instruction, Treatment Integrity |
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| Discrimination Training to Produce Emergent Relations of Math Skills |
| JEANINE R TANZ (The Scott Center for Autism Treatment at Florida Institute of Technology), Ivy M. Chong Crane Crane (Florida Institute of Technology & The Scott Center for Autism Treatment), Madeleine Diane Keevy (Florida Institute of Technology) |
| Abstract: Individuals diagnosed with Autism Spectrum Disorder (ASD) often have deficits with respect to generalization of skills. Stimulus equivalence has been shown to promote generalization. This study used a modified multiple probe design with an embedded multiple schedule to (1) compare the one-to-many (OTM) and many-to-one (MTO) training structure to determine which structure results in more positive equivalence outcomes when all variables are held constant, and (2) determine the extent to which children with ASD demonstrate equivalence and class mergers when using educationally relevant stimuli. Children with ASD were taught two classes of stimuli (Class 1 and Class 2) comprised of pre-algebraic math skills across two different training structures. Implications for teaching educationally relevant materials to children with autism will be discussed. |
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| Evaluation of Stimulus Presentation Order on Rate of Acquisition |
| MELINDA GALBATO (Florida Institute of Technology), Jeanine R Tanz (The Scott Center for Autism Treatment at Florida Institute of Technology), Evelyn C. Sprinkle (Florida Institute of Technology), Ivy M. Chong Crane Crane (Florida Institute of Technology & The Scott Center for Autism Treatment), Chana Gehrman (Kaleidoscope Interventions), Kristin M. Albert (Florida Institute of Technology) |
| Abstract: Match-to-sample (MTS) is one method commonly used to teach stimulus relations. The order in which stimuli are presented during MTS teaching has been shown to have an effect on rate of acquisition for typically developing children (Petursdottir & Aguilar, 2016). However, it is unclear to what extent presentation order might affect acquisition rate for children with autism. The purpose of the current study was to evaluate the effect of presentation order (sample first, comparison first, and simultaneous) on rate of acquisition for children with ASD. The current study evaluated acquisition during three visual-to-visual MTS formats using a multiple probe design. |
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| A Further Analysis of Commission Errors during Discrete Trial Training |
| ABIGAIL BLACKMAN (Florida Institute of Technology and the Scott Center for Autism Treatment), Sandhya Rajagopal (Florida Institute of Technology), Diana C. Carlos (Florida Institute of Technology), Ivy M. Chong Crane Crane (Florida Institute of Technology & The Scott Center for Autism Treatment) |
| Abstract: Treatment integrity has been manipulated in various ways to evaluate its impact on intervention effectiveness. Studies have compared different types of integrity failures and levels of treatment integrity in various contexts and behavioral interventions. Evaluations include differential reinforcement of alternative behavior, child compliance, and discrete trial training. However, further research is needed to establish the point at which integrity becomes detrimental to intervention effectiveness. The purpose of this study was to conduct a parametric analysis (i.e., 100%, 75%, 50%, & 25%) of treatment integrity to examine the effects of commission errors during discrete-trial training. Three participants, ages 35 - 42 months diagnosed with autism spectrum disorder (ASD) were included. Using discrete trial training (DTT), participants were taught to receptively identify features of common items. Targets taught with 100% integrity (perfect implementation) yielded the fastest rates of acquisition for all participants. Low level of treatment integrity (i.e., 25%) or persistent errors produced a slower rate of acquisition. |
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