Discrete trial training is a method that teachers use for individuals with behavior-based difficulties, such as in autism. It helps autistic children learn and acquire skills, mostly related to learning and social interaction. This teaching technique is suited best under one-on-one communication between children and teachers and should be done on a regular basis.
Generally, there are four necessary steps in one cycle of discrete trial training. The first step is called the discriminative stimulus, in which the teacher gives a specific instruction that a child should respond to. For example, the teacher can ask the child to look directly at her. A prompting stimulus may soon follow, which is an optional, but important, step that gives a child some clues on how to respond properly. The teacher can then point her fingers towards her eyes to indicate that the child should look in that direction.
The next step would be the child’s response itself. Whether the reaction is correct or incorrect, a reinforcing stimulus would be the next stage. For an incorrect response, the teacher could gently reprimand the child by saying “no” or “that is not right.” A reward, however, is given to the child if his response is correct. The reward can vary according to the child’s liking, whether it is a tangible object, physical touch, or words of encouragement.
The inter-trial interval is the final step in a cycle of discrete trial training. This is a temporary and short pause before the teacher starts another cycle. The interval separates or makes every trial “discrete” from the other, probably to avoid information overload and confusion in the child. The same session can be repeated until the behavior is conditioned in the child.
Discrete trial training also arranges each session for the child to learn the simplest tasks to the more complex ones. The technique is also very helpful because it dissects the task further into smaller tasks. When it comes to verbal communication, for example, the child can first be taught how to nod or shake his head, then progress towards a spoken “yes” or “no,” and then towards short phrases. These learned skills would then be the basis for a child to learn how to communicate with complete sentences, understand the questions asked of him, and even generate his own ideas.
Autistic children can enter a discrete trial training as early as the age of 2. Older, elementary-level children can also benefit from the training, though an earlier intervention can yield better results. Sessions can be done either at home or at school, and a quiet environment is necessary.
