Affiliation:
1. Department of Psychology University of Maryland Baltimore County Baltimore Maryland USA
2. Department of Behavioral Psychology Kennedy Krieger Institute Baltimore Maryland USA
3. Department of Psychiatry and Behavioral Science Johns Hopkins University School of Medicine Baltimore Maryland USA
Abstract
AbstractDiscrete‐trial teaching (DTT) is an arrangement used in skill acquisition. The components that comprise DTT vary widely across applications, and previous reviews evaluating its efficacy have largely reported on DTT as part of a comprehensive intervention package. The purpose of this scoping review was twofold: to describe the component variations of DTT (descriptive analysis) and to evaluate the general efficacy of DTT in teaching new skills to individuals with disabilities (efficacy analysis). One hundred and thirty‐four studies were included in the descriptive analysis of DTT and 82 were included in the efficacy analysis. Results indicated that many of the components of DTT align well with best practice recommendations, including that reinforcers be delivered continuously and immediately following correct responses. Overall, DTT was efficacious in teaching new skills; however, there were limited evaluations of the maintenance, generality, and social validity of the findings. The outcomes are discussed in light of best practice recommendations and as a guide for future practice and research.
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1 articles.
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