Discrete Trial Research Articles

The Impact of Combined Within- and Across-Activity Choice on the Indices of Happiness and Unhappiness of Autistic Children

Abstract Objectives Autistic children often have fewer opportunities to develop autonomy and demonstrate self-determined behavior, which are key to quality of life. Including opportunities for making choices during discrete trial training (DTT) may promote self-determination. Studies have shown that embedding choice opportunities into DTT can reduce problem behaviors and increase academic engagement, but the effects of choice on quality of life indicators such as signs of happiness have rarely been examined. The purpose of this study was to measure changes in operationally defined individualized indices of happiness and unhappiness of three autistic children during DTT sessions with embedded choice-making opportunities. Methods Three preschool boys on the autism spectrum participated in the study. Their indices of happiness and unhappiness were measured using 15-s partial interval recording, while their task engagement was measured using 15-s whole interval recording. A concurrent multiple baseline across participants design was used to examine the effects of the choice intervention package. Results The additional choice-making opportunities moderately improved the behavioral indicators of happiness and unhappiness of all three children. Small improvements in task engagement were also observed for two of the three children. Conclusions This study demonstrated that various types of choice can be embedded into DTT programs for autistic children and provided preliminary evidence that additional opportunities for choice within DTT can improve the behavioral indicators of mood of autistic children.

Both probability and rate of reinforcement can affect the acquisition and maintenance of conditioned responses.

In Pavlovian conditioning, the strength of a conditioned response is a function of the probability of reinforcement. However, manipulations of probability are often confounded with changes in the rate of reinforcement. Two between-group experiments in mice evaluated the effect of the probability of reinforcement, while controlling the rate of reinforcement, on appetitive conditioning and extinction. Experiment 1 equated the reinforcement rate by manipulating the number of reinforcements received in each reinforced trial in a critical group (one vs. two consecutive rewards). The results of this experiment showed that probability influenced the rate of responses in acquisition, even when controlling the reinforcement rate. Experiment 2 further assessed the role of probability on behavior while controlling the rate of reinforcement during the conditioned stimulus (CS) using a split-trial design, in which the total CS time was held constant but presented in different numbers of discrete trials (e.g., 50% reinforcement with two 12 s CS's vs. 100% reinforcement with a 24 s average CS duration). This experiment confirmed that probability influenced response rates, and both the probability and rate of reinforcement affected the proportion of trials with responses. Together, these results suggest that the probability of reinforcement, while having little effect on the speed at which responses emerged, affects responding even when the rate of reinforcement is held constant. The results challenge formal learning theories to account for the effects of both the probability and rate of reinforcement. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Behavioral analysis on children with Autism Spectrum Disorder

Applied Behavior Analysis (ABA) and other evidence-based methods are used in behavioral analysis for children with Autism Spectrum Disorder (ASD) in order to comprehend and alter behaviors by recognizing their causes, effects, and precursors. Pivotal Response Treatment (PRT), Functional Behavioral Assessments (FBA), and Discrete Trial Training (DTT) are three important approaches that work together to improve adaptive behaviors, social skills, and communication. To maintain consistency across contexts, interventions use visual aids, token economies, and positive reinforcement; they also involve parents and caregivers. Cognitive, linguistic, and social outcomes are all positively impacted by early and intense behavioral treatments, according to the research. To successfully assist the specific needs and development of children with ASD, a tailored, ethical, and interdisciplinary approach is necessary.

The Effects of Age and Treatment Intensity on Behavioral Target Mastery With Applied Behavior Analysis (ABA) Intervention Using Causal Moderation Models.

Introduction Applied behavior analysis (ABA) is a therapy that focuses on improving specific behaviors using positive and negative reinforcement through antecedents, behaviors, and consequences, particularly in individuals with autism and other developmental disorders. It uses the principles of learning theory to bring about meaningful and positive changes in behavior. In ABA treatment, intensityrefers to the amount and frequency of therapy an individual receives. This includes weekly hours, session trials, and overall duration. Intensive treatment involves more hours and trials tailored to individual needs and responses. Younger individuals, particularly those with autism, often receive more intensive therapy because early intervention leads to better outcomes. Programs may recommend 25-40 hours per week for young children. As children age, therapy may become less intensive, focusing on specific skills. The study explores how age and treatment intensity affect the mastery of behavioral targets in ABA interventions. Materials and methods This study involved 100 participants (89 children, four adults, and seven instances where the individuals' ages were not recorded due to random data entry errors (MCAR)) who received ABA treatment over three months. The treatments included functional analysis, discrete trials, and massand naturalistic training. Data on the mastery of target behaviors were collected using the Catalystsoftware (New York, New York). The primary outcome was the percentage of mastered behavioral targets, indicating the effectiveness of the ABA treatment. Several predictors were examined, including the participant's age and treatment intensity variables, such as the average number of trials and teaching days to achieve behavioral mastery. The interaction effects between age and these treatment intensity variables were analyzed. The study used descriptive and inferential statistics to explore these interactions, including correlational and multiple regression analyses with causal moderator modeling. Results In Model 1, a baseline multiple regression analysis showed that average teaching days significantly predict the percentage of targets mastered. However, its limited explanatory power suggests other variables also play a role. Model 2 introduced interaction effects using causal models, revealing that age moderates the relationship between treatment variables and behavioral outcomes. This model provided a more nuanced understanding but still had room for improvement. Model 3 further refined the approach, achieving higher R-values and lower standard error. It highlighted age's significant role in modifying the impact of teaching days on mastery. This model's superior performance emphasizes the importance of considering age as a moderating factor in ABA interventions, leading to more effective and personalized behavior therapy. Conclusions This study significantly enhances our understanding of the complex interactions between age and treatment intensity within ABAinterventions. Practitioners and researchers can develop more tailored and effective therapeutic strategies by identifying and leveraging these interactions. This approach optimizes the treatment process and ensures that interventions are personalized to meet the unique needs of each individual. Ultimately, this leads to more successful outcomes in behavioral therapy, fostering improved adaptive behaviors and overall development.

Comparing Two Data Collection Procedures to Teach Academic Targets within a Group Instructional Format

ABSTRACT This study aimed to extend previous literature comparing continuous methods of data collection to estimation data, but this time implementing the data collection procedures within a group discrete trial teaching format with three individuals diagnosed with autism spectrum disorder. Group discrete trial teaching was conducted in a classroom setting using relevant academic targets for each child. The data collection procedures were examined in terms of accuracy of data collection, efficiency of teaching (i.e. number of trials delivered per session), and rate of child acquisition of targets. Results of the adapted alternating treatment design replicated across sets and multiple targets indicated that estimation data was found to be a valid data collection method in identifying mastery, with only two instances where the mastery probe did not confirm mastery. Trial-by-trial data indicated mastery four times in which a probe for mastery did not confirm mastery of targets. Additionally, it was found that instructors conducted more teaching trials within the estimation data condition across all learners and training sets and social validity measures indicated overall favorable responses toward the estimation data collection procedure from both instructors.

Comparative Analysis of Gender-Based Differences in Behavioral Mastery, Goals, and Characteristics in Autistic Individuals: An Applied Behavior Analysis Study.

Introduction It is widely recognized that the prevalence and diagnosis of autism spectrum disorder (ASD) are more common in males than in females. Despite this, there is a significant gap in the body of autism research that investigates gender differences for treatment effects of applied behavior analysis (ABA) across a variety of measured variables. This research aims to comprehensively evaluate gender distinctions concerning target behavioral objectives, goals, and deficit variables. Materials and methods This study analyzed retrospective data from 100 participants, including 89 juveniles and four adults, with seven cases lacking age documentation, who underwent a three-month ABAprogram from March 19 to June 11, 2023. The ABA program included various methodologies such as functional analysis, discrete trial training, mass trials, and naturalistic training. Data on outcome measures, including target behavioral proficiency, age, average trials to proficiency, average teaching days to proficiency, open behavioral objectives, and target trends, were collected using the "Catalyst"software (Catalyst Software Corporation, New York, NY). Participant demographics were summarized using statistical analyses for categorical (gender and race/ethnicity) and continuous variables (percentage of mastered behavioral objectives, age, average trials, average teaching days, open objectives, percentage of failed objectives during maintenance, percentage of objectives with upward, downward, and flat trends). These statistics included mean, standard deviation, median, and rangeand were analyzed inferentially using nine separate two-sample independent t-tests and corresponding effect sizes using Cohen's d. Results There were no statistically significant disparities based on gender (p > 0.05) across all nine variables examined: Percentage of Targets Mastered, Age, Average Trials to Mastery, Average Teaching Days to Mastery, Open Targets, Percentage of Targets Failed in Maintenance, Percentage of Targets Trending Up, Percentage of Targets Trending Down, and Percentage of Targets Trending Flat, and wide confidence intervals were detected. Conclusions Non-significant gender differences in response to ABA treatments regarding these nine behavioral goals, mastery, and deficitvariables may be relevant. They suggest that ABA treatments could be equally beneficial for both male and female autistic individuals. These results should be interpreted cautiously. The general pattern observed, characterized by broad confidence intervals, carries a degree of statistical uncertainty, which may suggest substantial gender differences. These results might question the prevailing beliefs about the variation in treatment response based on gender. This could profoundly impact clinical practices, implying that healthcare professionals should not favor one gender over another when suggesting ABA therapies. Instead, the treatment advice should be tailored to each child's unique requirements and traits, regardless of gender. The investigators expect these results to encourage additional research in this field. Comprehending the elements that affect treatment response is vital for improving treatment results and customizing care.

Effects of Initial versus Frequent Preference Assessments on Skill Acquisition

AbstractPrevious researchers have demonstrated that using stimuli identified via daily brief preference assessments may produce more responding under concurrent-schedule arrangements than using stimuli identified via lengthy, pre-treatment preference assessments (DeLeon et al., 2001). To date, this has not been evaluated within the context of skill acquisition. Thus, the extent to which conducting daily brief preference assessments impacts the rate of skill acquisition during discrete trial instruction (DTI) remains unknown. The purpose of this study was to evaluate how frequent, pre-session preference assessments, influence the rate of skill acquisition relative to an initial preference assessment during DTI sessions for three children with autism spectrum disorder (ASD). Two of the three children acquired the targeted skills faster in the frequent preference assessment condition. The third participant showed no difference in the rate of skill acquisition.

A Non-parametric Analysis of Gender Differences With the Impacts of Applied Behavior Analysis on Autistic Individuals.

Introduction Considering the scarcity of research that directly investigates the differences between genders in their response to applied behavior analysis (ABA) therapy for individuals diagnosed with autism spectrum disorder (ASD), the objective of this study is twofold.First, it aims to reinforce the male-to-female ratio reported in existing scientific literature, thereby contributing to a broader understanding of gender distribution in ABA therapy for ASD. Second, it seeks to identify gender-based differences in aggregate target behaviors at various time intervals using three distinct datasets. The goal is to determine if gender influences the effectiveness of ABA therapy for ASD, which could inform future therapeutic strategies. Ultimately, this study strives to enhance our understanding of gender disparities in ABA therapy response among ASD individuals and hopes to improve therapeutic outcomes for all, regardless of gender. Materials and methods Three to five behavioral technicians per child collected daily general target mastery data for 263 individuals with autism. This data was gathered using a large N design through retrospective chart reviews within the "Catalyst" tracking software (DataFinch Technologies, Atlanta,USA). Three separate datasets were collected from June 7, 2023to January 7, 2024. Behavior analysts employed a mixed model of discrete trial training, mass trials, and naturalistic environment treatment over seven months. General target mastery data was assembled for 259 children and four adults, with seven data instances missing. Descriptive statistics encompassed central tendency and dispersion measures, including the data distribution's mean, standard deviation, median, and range. Non-parametric inferential analysis was performed with the Mann-Whitney U test. Results Mann-Whitney U computations resulted in non-significant gender differences on all gender comparisons for the three datasets covering the seven-month timeframe. Dataset #1:Time 1-(U=727.5, p=0.846, ή2=0.0002, Time 2-(U=736, p=0.910, ή2=0.00005), Time 3-(U=687.5, p=0.569, ή2=0.001) Dataset #2:Time 1-(U=781, p=0.383, ή2=0.003), Time 2-(U=819.5, p=0.585, ή2=0.001), Time 3-(U=825, p=0.618, ή2=0.001) Dataset #3:Time 1-(U=395, p=0.198, ή2=0.007),Time 2-(U=373.5, p=0.365, ή2 =0.003),Time 3-(U=363, p=0.471, ή2=0.002),Time 4-(U=366.5, p=0.436, ή2 =0.003),Time 5-(U=371, p=0.391, ή2=0.003),Time 6-(U=394, p=0.208, ή2=0.007),Time 7-(U=373, p=0.373, ή2=0.003),Time 8-(U=371.5, p=0.387, ή2=0.003),Time 9-(U=464.5, p=0.512, ή2=0.002),Time 10-(U=356.5, p=0.546, ή2=0.002),Time 11-(U=357.5, p=0.535, ή2=0.002),Time 12-(U=350.5, p=0.346, ή2=0.004) Conclusions This study suggests no significant gender differences in response to ABA therapy among individuals with autism, indicating its potential effectiveness for both genders. However, these findings should be interpreted cautiously due to statistical uncertainties reflected in the broad confidence intervals as they hint at possible substantial gender differences. Further research, including an extension study, must confirm these results and understand potential gender nuances in ABA therapy response. This could help tailor more effective, personalized therapeutic strategies for individuals with autism.

Replicative Study of the Impacts of Applied Behavior Analysis on Target Behaviors in Individuals With Autism Using Repeated Measures.

Background The effectiveness of interventions based on applied behavior analysis (ABA) for individuals with autism has been well documented in numerous meta-analyses, systematic reviews, and cost-benefit analyses. However, an observed 'efficacy-effectiveness gap' exists, which can be attributed to various factors. This third replication study, therefore, has significant implications for the field. By assessing the impact of ABA treatment, specifically involving discrete trial training and mass trials, within a naturalistic environment, the study provides valuable insights that can inform and improve the delivery of ABA treatments in real-world settings. Methods The study was conducted using a repeated measures research design. Retrospective chart review data were collected from 62 individuals with autism, age(M=8.65, SD=4.53), all of whom were level two autistic and required moderate support in communication, socialization, and daily life. These individuals received ABA treatment over five months. The study measured cumulative target behaviors using a repeated measures design, which allowed for the identification of statistically significant differences across 12 time points. This robust methodology ensures the validity and reliability of the study's findings. Results Mixed repeated measures analysis of variance (ANOVA) indicated statistical significance (sphericity assumed), F(11,495) = 55.432, p < 0.001 (time). Multiple comparisons using bootstrapped paired t-tests showed p < 0.05 on time points 1-8 and non-significance (p > 0.05) on time points 9-12. There was a significant interaction effect (sphericity assumed) with time x (age category), F(44,495) = 2.338, p < 0.001. Interaction contrasts indicated statistically significant differences over time, mainly within the one-year to four-year-old, five to eight-year-old, and most in the nine to 12-year-oldage groups. There was some significance within the 13- to 16-year-old age group and no significance within the 17- to 26-year-old age group. Conclusions Over five months, individuals with autism who underwent ABA treatments demonstrated a statistically significant enhancement in general target behaviors. This finding is crucial as it underscores the effectiveness of ABA treatments in a naturalistic environment. Moreover, the study's discovery of a significant interaction between time and age in these behaviors provides valuable insights into the impact of age on treatment outcomes. Extensive large-N studies of general ABA broad effectiveness and repeated measures designs are lacking and can lead to further research to improve quality and outcomes. These findings contribute to the body of empirical evidence and emphasize the importance of replicative efficacy studies in ensuring the reliability of research findings.

Deriving relations at multiple levels of complexity following minimal instruction: A demonstration.

Recommendations for achieving generalized instructional outcomes often overlook the capacity for generative learning for most verbally competent humans. Four children (ages 5-8) participated in this project. In Study 1, we provided decontextualized discrete trial teaching to establish arbitrary relations between colors, pictures of characters, and researcher motor actions. All participants engaged in derivative responding, providing evidence of relational framing. Subsequently, we demonstrated that, with no additional instruction, these derivatives contributed to effective action within a socially valid context (i.e., Candyland gameplay). Study 2 extended the demonstration by teaching frames of opposition. Following teaching, all participants engaged in novel and contextually appropriate responding that entailed the derivation of both coordination and opposition between untrained stimuli. This outcome demonstrates how teaching simple relations can result in learning that manifests at higher levels of complexity (i.e., relational networking), providing some evidence that there can be socially valid benefits to decontextualized discrete trial instruction.

Treating Target Behaviors of Autistic Individuals With Applied Behavior Analysis: An Ongoing Replication Study.

Background Ongoing outcome data replication on target behaviors with autistic individuals using applied behavior analysis (ABA) confirms its effectiveness and remains an essential evidenced-based standard of care. This replication study aims tofurther confirm the impact of discrete trial training and mass trials on general target behaviors within a naturalistic environment. Methods Data was gathered from 92 children and four adult autistic individuals over one month from 7/7/23to 8/8/23using a repeated measures design. This study used a retrospective chart review with general target behaviors to determine the effectiveness of ABA treatments using discrete trial training and mass trials across time and age categories in a naturalistic environment. Results A mixed analysis of variance (ANOVA) indicated statistical significance (sphericity assumed), F(2,168) = 31.663, p < 0.001 (time). Multiple comparisons using bootstrapped paired t-tests indicated p < 0.001 on the three comparisons. There was a significant interaction effect (sphericity assumed) with timex age category, F(8,168) = 2.918, p = 0.004. Interaction contrasts indicated statistically significant differences over time within the 1-4 years, 5-8 years, and a portion of 9-12 years, and not within the 13-16 years and 17-73 years age groups. Conclusions Autistic individuals receiving ABA demonstrated statistically significant improvement in target behaviors over one month. There was a significant interaction between timeand ageon target behaviors, suggesting a significant association between time and age categories.The reporting of ongoing intervention outcomes provides further justification for continued treatmentsrelative to target behavior mastery with autistic individuals.

Predicting Behavioral Target Mastery With Age, Intensity and Duration, Open Targets, and Maintenance Failure With Applied Behavior Analysis in Individuals With Autism.

Background Researchers have studied the effects of age, treatment intensity, andtreatment duration with applied behavior analysis (ABA) outcomes in autistic individuals. This study's primary objective was to evaluate the predictive capabilities of age, intensity, and duration of treatment, open behavioral targets, and behavior maintenance failure on behavioral target mastery. Methods A retrospective cohort of 100 autistic individuals treated with ABAwith functional analysis and discrete trial training, mass trials, and naturalistic training were treated and analyzed. Target behavioral mastery data was collected via a retrospective chart review contained within the "Catalyst" tracking software. ABA treatment was administered for three months between March 19, 2023, and June 11, 2023. Multiple linear regression was performed using the percentage of behavioral targets mastered as the dependent variable. The independent variables were age, average trials to behavioral mastery, average teaching days to behavioral mastery, and percentage of behavioral targets that failed in maintenance. Results The multiple linear regression model was statistically significant (R=0.443, R²=0.196, adjusted R2=0.150, F(5, 87)=4.239, p=0.002). The average teaching days to mastery (β=0.416, p=0.019) and percentage of targets failed in maintenance (β=0.201, p=0.047) significantly predicted the percentage of behavioral targets mastered. However, age (β=0.079, p=0.419), average trials to mastery (β=-0.271, p=0.114), and open targets (β=0.184, p=0.081) did not significantly predict the percentage of behavioral targets mastered. The analysis of variance (ANOVA) resulted in non-significant (p>0.05) age group differences between the above variables. Conclusions The predictor variables average teaching days to mastery (intensity and duration) and percentage of targets failed in maintenance had a statistically significant effect on the percentage of behavioral targets mastered. The predictor variables age, average trials to behavioral mastery (intensity and duration), and open behavioral targets had a non-significant influence on the percentage of behavioral targets mastered. A non-significant difference between age groups was found in all study variables.

Attentional modulation of eye blinking is altered by sex, age, and task structure.

Spontaneous eye blinking is gaining popularity as a proxy for higher cognitive functions, as it is readily modulated by both environmental demands and internal processes. Prior studies were impoverished in sample size, sex representation and age distribution, making it difficult to establish a complete picture of the behavior. Here we present eye-tracking data from a large cohort of normative participants (n=604, 393 F, aged 5-93 years) performing two tasks: one with structured, discrete trials (interleaved pro/anti-saccade task; IPAST) and one with a less structured, continuous organization in which participants watch movies (free-viewing; FV). Sex- and age-based analyses revealed that females had higher blink rates between the ages of 22 and 58 years in the IPAST, and 22 and 34 years in FV. We derived a continuous measure of blink probability to reveal behavioral changes driven by stimulus appearance in both paradigms. In the IPAST, blinks were suppressed near stimulus appearance, particularly on correct anti-saccade trials, which we attribute to the stronger inhibitory control required for anti-saccades compared to pro-saccades. In FV, blink suppression occurred immediately after scene changes, and the effect was sustained on scenes where gaze clustered among participants (indicating engagement of attention). Females were more likely than males to blink during appearance of novel stimuli in both tasks, but only within the age bin of 18-44 years. The consistency of blink patterns in each paradigm endorses blinking as a sensitive index for changes in visual processing and attention, while sex and age differences drive interindividual variability.Significance Statement Eye-tracking is becoming useful as a non-invasive tool for detecting preclinical markers of neurological and psychiatric disease. Blinks are understudied despite being an important supplement to saccade and pupil eye-tracking metrics. The present study is a crucial step in developing a healthy baseline for blink behavior to compare to clinical groups. While many prior blink studies suffered from small sample sizes with relatively low age- and sex-diversity (review by Jongkees & Colzato, 2016), our large cohort of healthy participants has permitted a more detailed analysis of sex and age effects in blink behavior. Furthermore, our analysis techniques are robust to temporal changes in blink probability, greatly clarifying the relationship between blinking, visual processing, and inhibitory control mechanisms on visual tasks.

Examining the Effects of Discrete Trials, Mass Trials, and Naturalistic Environment Training on Autistic Individuals Using Repeated Measures.

Behavioral interventions based on applied behavior analysis (ABA) form current evidence-based practices in treating autism spectrum disorder (ASD). Research is scarce relative to the broad effects of intensive repetitive, discrete trial training, and mass trials combined with a naturalistic environment as measured by overall general target behaviors.The primary objective of this study was to evaluate the effectiveness of a mixed behavioral model consisting of discrete trial training and mass trial interventions in the naturalistic environment, using a repeated measures design with a retrospective snapshot cohort of 93 individuals with autism. A repeated measures analysis tracked 89 autistic children with four adultautistic individuals over seven time points during a three-month snapshot period from March 19, 2023, to June 11, 2023. This study determined the effectiveness of applied behavior analysis (ABA) interventions combining discrete trial training, mass trials, and naturalistic environment training on mastered broad target behaviors in autistic individuals using a mixed (between and within) ANOVAstatistical design. Mixed (between and within) ANOVAindicated overall statistical significance, F (6,674)=45.447, p<0.001, partial eta squared=0.365across time. These results indicated a large effect size. Multiple comparisons showed statistical significance (p<0.001) on all 21 multiple comparisons between timepoints. There was also a significant interaction effect with time× age category,F (24,474)=2.961, p<0.001, partial eta squared=0.130. These results alsoindicated a large effect size. Autistic individuals who received applied behavior analysis combining discrete trial training, mass trials, and naturalistic environment training intervention demonstrated statistically significant improvement in target behaviors over the three-month snapshot period, the most prominent being in the 13-16 yearsage category.

Implementasi Metode Instruksional (Discrete Trial Training) Untuk Meningkatkan Konsentrasi Belajar Anak Autis Usia Pra Sekolah

Autistic children need special treatment so that to be able to provide learning to autistic children certain methods are needed to be able to understand what we convey. This study quantitatively used instructional methods (Discrete trial training) on 10 autistic children who have been categorized into 5 levels. Provide one skill that is taught repeatedly so that the child with autism can correctly carry out the commands of a given game challenge in three levels (easy, moderate and difficult). The results showed 8 out of 10 autistic children experienced an increase in level levels after being given the method. In addition, the concentration level of autistic children in this study increased significantly between 4-7 minutes from before being given the method

The Effect of Applied Behavior Analysis (Discrete Trial Training) in Improving Sensory Skills in Mentessori Approach for Children with Autism spectrum disorder (ASD)

The Effect of Applied Behavior Analysis (Discrete Trial Training) in Improving Sensory Skills in Mentessori Approach for Children with Autism spectrum disorder (ASD)

Effect of Discrete Trial Training and Scripting on Third Person Past Tense Marking of Children with Autism and Cochlear Implant in Tamil Language

The purpose of the study was to evaluate the effect of Discrete Trial Training and scripting on third person past tense marking in children with Autism and cochlear implanted children in Tamil language. Total of 8subjects, 4 children with Autism and 4 with cochlear implant with age group between 6 to 12 yrs. Both the groups were assessed using past tense scoring. Both groups scored 0% in pre therapy assessment. Whereas both groups scored 100% in post therapy assessment. Drastic improvement was recorded. The conclusion of this study indicates that the Discrete Trial Training and Scripting are effective in improving past tense marking of children with Autism and cochlear implant.

Effect of Teacher-Mediated Discrete-Trial Training in Improving Communication Skills of Children with Autism Spectrum Disorder

The main purpose of this study was to investigate the effect of teacher-mediated discrete trial training in improving the communication skills of children with Autism. The research deployed an ABAB research design, ABAB was divided into 4 phases; A1, B1, A2, and B2. A1 was a baseline, B1 was treatment, A2 was the removal of the treatment, and B2 was the treatment resumed following the break, and at last, a follow-up was conducted. In the study, three children with ASD who fulfilled the inclusionary criteria received Discrete-Trial Training from their teachers. In the study, the instruments used for assessment were social communication questionnaire-Lifetime, Autism diagnostic interview-revised, and Vineland -3 Adaptive behavioral scale (communication domain). To examine the intervention effect on each participant, visual analysis, raw score, v-scale score, and standard score comparisons were used. The study result indicated that teachers successfully learned the procedures of DTT and significantly improved the communication skills of students with ASD. This research shows that when DTT intervention is found important for children with ASD, teachers obtain intensive training to learn techniques and deliver interventions with fidelity. Training further allows teachers to improve the skills of children with ASD.

Quantifying decision-making in dynamic, continuously evolving environments.

During perceptual decision-making tasks, centroparietal electroencephalographic (EEG) potentials report an evidence accumulation-to-bound process that is time locked to trial onset. However, decisions in real-world environments are rarely confined to discrete trials; they instead unfold continuously, with accumulation of time-varying evidence being recency-weighted towards its immediate past. The neural mechanisms supporting recency-weighted continuous decision-making remain unclear. Here, we use a novel continuous task design to study how the centroparietal positivity (CPP) adapts to different environments that place different constraints on evidence accumulation. We show that adaptations in evidence weighting to these different environments are reflected in changes in the CPP. The CPP becomes more sensitive to fluctuations in sensory evidence when large shifts in evidence are less frequent, and the potential is primarily sensitive to fluctuations in decision-relevant (not decision-irrelevant) sensory input. A complementary triphasic component over occipito-parietal cortex encodes the sum of recently accumulated sensory evidence, and its magnitude covaries with parameters describing how different individuals integrate sensory evidence over time. A computational model based on leaky evidence accumulation suggests that these findings can be accounted for by a shift in decision threshold between different environments, which is also reflected in the magnitude of pre-decision EEG activity. Our findings reveal how adaptations in EEG responses reflect flexibility in evidence accumulation to the statistics of dynamic sensory environments.

"On an island by myself": implications for the inclusion of autistic students in self-contained classrooms in public elementary schools.

Autistic students have limited access to inclusive classes and activities in their schools. Principals and special education teachers who directly teach and administer programs for autistic elementary students can offer critical insight into factors, such as educators' attitudes, that may impact inclusive opportunities in schools. These attitudes may serve as barriers to or facilitators of promoting an inclusive school setting. Semi-structured interviews with 26 elementary school principals and 26 special education teachers explored their experiences implementing evidence-based practices for autistic students (pivotal response training, discrete trial training, and visual schedules) in 26 self-contained classrooms in the United States. Autism-specific culture and inclusion emerged as a theme, which was analyzed for this paper. An inductive approach to thematic analysis revealed principals' and special education teachers' perspectives regarding the "autism-specific culture" in the school, including attitudes towards and inclusion of autistic students in self-contained classrooms in the broader school environment. Analysis of text related to "autism-specific culture" detailed aspects of inclusion, factors (i.e., barriers and facilitators) affecting inclusion, principals' and special education teachers' attitudes towards autistic students placed in self-contained classrooms, attitudes of other school staff towards teachers in self-contained classrooms, and recommendations to support an inclusive school environment for autistic students. Results suggest that valuing "equal" access to classes and activities for autistic students in self-contained classrooms may not be sufficient for promoting an inclusive school environment, Educators may benefit from targeted strategies to facilitate inclusion. Strategies range from supporting educators' attitudes and knowledge of autism to shifting physical aspects of the school environment (e.g., location of classrooms). Additional implications for supporting the true inclusion (i.e., inclusion that goes beyond physical inclusion) involves of autistic students in self-contained classrooms schools are discussed.