Training Novice Instructors to Implement Errorless Discrete-Trial Teaching: A Sequential Analysis

Abstract

Discrete trial teaching (DTT) is a common instructional method incorporated into intensive behavioral intervention programs for children diagnosed with autism. Errorless learning strategies are frequently recommended during DTT because they often result in more efficient and effective instruction. The purpose of the present study was to conduct a sequential analysis of the efficacy of three methods for teaching errorless DTT procedures to novice instructors: (a) a self-instruction manual, (b) an instructional video, (c) and brief performance feedback. Three participants mastered DTT following self-instruction and the remaining three participants required all three interventions. The present study extends the literature on training DTT skills by (a) illustrating an efficient, sequential method of staff training, (b) introducing an improved self-instruction manual, and (c) clearly delineating guidelines for implementing an errorless prompt fading strategy during DTT.