A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching
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A Preliminary Analysis of Equivalence‑Based Instruction to Train Instructors to Implement Discrete Trial Teaching Tom Cariveau1 · Astrid La Cruz Montilla1 · Sydney Ball1 · Elizabeth Gonzalez1
© Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four components beginning with instruction. In most studies, the instruction component consists of giving the trainee the protocol for the procedure later to be trained. Recently, researchers have included more robust instructional components, which have produced acquisition without requiring the additional components of BST. The current study evaluated the use of equivalence-based instruction with embedded modeling to teach four instructors to implement discrete trial teaching. All instructors emitted class-consistent responding to untrained relations following equivalence-based instruction, and two participants demonstrated high levels of fidelity on discrete trial teaching probes. The remaining participants required a brief, three-trial model of DTT before mastery was observed on these probes. Our findings suggest that including a more robust instruction during BST may increase the efficiency of training instructors to conduct discrete trial teaching. Keywords Behavioral skills training · Equivalence-based instruction · Discrete trial teaching · Stimulus equivalence
Introduction Currently, autism spectrum disorder is estimated to affect 15 per 1000 children in the USA (CDC 2018). Children with autism and other developmental disabilities often require intensive intervention to make gains across academic, social, and functional skill repertoires similar to their typically developing peers. Discrete trial teaching (DTT) is a commonly used instructional method that allows for * Tom Cariveau [email protected] 1
University of North Carolina Wilmington, 601 S. College Rd, Wilmington, NC 28407, USA
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Vol.:(0123456789)
Journal of Behavioral Education
individualized programming and intensive instruction for children with developmental disabilities. In DTT, highly-structured teaching trials allow for fast-paced and repeated practice of skills (Smith 2001). This arrangement has been shown to be effective in teaching a variety of skill repertoires for individuals with developmental disabilities including daily-living, social, and verbal repertoires (Cariveau et al. 2016; Durán 1985; Harris et al. 1990; Kodak et al. 2016). The efficacy of DTT has led researchers to examine methods to train a variety of stakeholders to implement DTT. Previous research has trained parents (Crockett et al. 2007; Lafasakis and Sturmey 2007), instructors (Nosik et al. 2013; Severtson and Carr 2012; Thomson et al. 2012), peers (Radley et al. 2015), and adults with autism spectrum disorder
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