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Dissertations / Theses on the topic 'Discrete Trial Training Level'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Nelson, Haley. "Comparison of Acquisition and Generalization of Tacts Across Three Stimulus Modes: A Replication Across Skill Levels." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7552.

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Individuals with disabilities often have a limited tact repertoire. This study compared the acquisition and generalization of tacts taught using different stimulus modes within discrete trial training (DTT) with children who have a limited tacting repertoire. The three stimulus modes that were compared were videos, pictures, and 3D objects. This research replicated Gómez’s (2015) methodology with a participant pool with lower tacting skills. In addition, this study assessed for generalization of the acquired tacts to a novel exemplar. In this study, tact training required fewer sessions when t

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2

Jones, Lindsey. "A parent training program combining discrete trial training and incidental teaching in the home environment." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003113.

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3

Gerencser, Kristina R. "Evaluation of Interactive Computerized Training to Teach Paraprofessionals How to Implement Errorless Discrete Trial Instruction." DigitalCommons@USU, 2016. http://digitalcommons.usu.edu/etd/4928.

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Training paraprofessionals who work with children with Autism SpectrumDisorder and other related developmental disabilities can be a challenge due to limited resources, time, and money. Alternative ways to train paraprofessionals on a larger scale is needed. Interactive computerized training—a self-paced program that incorporates audio narration, video models, interactive activities, and competency checks—is one potential training method. Interactive computerized training has been successful at training college students and special education teachers to implement discrete trial instruction but

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4

Kleinnijenhuis, M. "Comparison of SMR and SCP training employing a newly developed discrete-trial based biofeedback system." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:fa963672-aa1a-4640-990d-354b2dd11860.

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Background Operant conditioning of one’s slow cortical potential (SCP) or sensorimotor rhythm (SMR) can be used to control epilepsy or to manipulate external devices, as applied in BCI (Brain-Computer Interface). To be practical, a BCI-system should use as less channels as possible. For this purpose, a wireless biofeedback system was developed that allows feedback of a single EEG-channel in discrete trials. The commonly accepted view that both the SCP and SMR are a reflection of central arousal suggests a functional relationship between SCP and SMR networks. Methods A training was performed th

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5

Nielsen, Olivia K. "An Evaluation of Interactive Computer Training to Teach Discrete Trial and Naturalistic Instruction to Novice Therapists." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955018/.

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Effective and efficient training strategies are needed to provide training to novel therapists whom provide early intensive behavioral intervention (EIBI) services to young children with autism. We evaluated the effects of interactive computer-based training (ICT) on novice therapists' implementation of two, common EIBI instructional techniques: discrete-trial instruction (DTI) and naturalistic instruction. Results demonstrated that ICT improved trainees' instructional fidelity during role-plays with a confederate for DTI instruction and also with a child with autism for both DTI and naturalis

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6

Bielfeldt, Regina Alexis. "EVALUATING THE EFFECTIVENESS OF OBSERVATIONAL LEARNING UTILIZING PEAK EQUIVALENCE PROGRAMS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2432.

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The present investigation examined observational learning during equivalence-based instruction using the PEAK Equivalence curriculum, across five children with disabilities. A multiple baseline across skills was used to evaluate observational learning across the participants, including directly observed relations, as well as derived symmetrical and transitive relations. Each skill contained 5 stimulus classes, where a subset of relations for a single class was trained for each participant. The remaining 4 class subsets were observed by each of the participants. For the derived relations, p

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7

Pollard, Joy S. "An Evaluation of an E-learning Training Course to Teach Instructors to Implement Discrete Trial Teaching." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1366.

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Children diagnosed with autism spectrum disorder often require early intensive behavioral interventions (EIBI) to learn new skills and decrease maladaptive behaviors. Discrete trial instruction (DTI) is a strategy behavior analysts often incorporate in EIBI programs. Researchers have demonstrated that DTI is very effective, but it requires intensive training for teachers to implement the strategy with high fidelity. Therefore, researchers have recently begun to investigate more time-efficient methods to train instructors to implement DTI. One method, e-learning, is a multi-media, computer-base

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8

Brown, Mia. "EVALUATING THE EFFECTS OF RELATIONAL TRAINING PROCEDURES ON SKILL RETENTION IN CHILDREN WITH AUTISM." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2774.

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The current study evaluated the effects of discrete trial training versus the effects of relational training on the acquisition and retention of skills in four children with autism. Using a multiple baseline design across subjects, participants were trained on the skills sequencing from longest to shortest, discriminating full versus empty versus half empty, tacting “you” versus “I,” and responding to reasons why people cry. One of the four participants acquired and retained the skill. Many factors effected the results for the other three participants. Participant 2 never met mastery crite

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9

Braff, Emily. "A Comparison of a Matrix Programming and Standard Discrete Trial Training Format to Teach Two-Component Tacts." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4445.

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Teaching using matrix programming has been shown to result in recombinative generalization. However, this procedure has not been compared to more standard discrete trial training formats such as DTT. This study compared acquisition and recombinative generalization of two-component tacts using each procedure. Matrix training was found to be more efficient than the DTT format. Half the amount of teaching was required to teach roughly the same number of targets using matrix training as compared to DTT.

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10

McBride, Bonnie J. "Promoting instructional interactions : effects of training preschool teachers to use a discrete trial instructional format during classroom activities /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7701.

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11

Haines, Katia Marie. "Using discrete trial training with progressive time delay prompting to teach children with autism spectrum disorder to tact phonemes." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/2077.

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Discrete trial training (DTT) and progressive time delay prompting (PTD) are effective techniques for teaching new skills to children with autism spectrum disorder (ASD). However, these methods have not yet been applied to systematic teaching of phonemes to children with ASD. As phoneme recognition (i.e. recognising the sounds the letters of the alphabet make when spoken) is an essential foundational literacy skill, and as there currently exists a large gap in reading ability between children with ASD and their neurotypical same age peers, further investigation was warranted. As phoneme recogn

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12

Sepulveda, Desiree J. "Evaluating the Effectiveness of Discrete Trial Procedures for Teaching Receptive Discrimination to Children with Autism Spectrum Disorders." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1850.

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Research has found that children with autism spectrum disorders (ASD) show significant deficits in receptive language skills (Wiesmer, Lord, & Esler, 2010). One of the primary goals of applied behavior analytic intervention is to improve the communication skills of children with autism by teaching receptive discriminations. Both receptive discriminations and receptive language entail matching spoken words with corresponding objects, symbols (e.g., pictures or words), actions, people, and so on (Green, 2001). In order to develop receptive language skills, children with autism often undergo disc

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13

McKeel, Autumn Nicole. "An Investigation of the Reliability and Validity of PEAK Relational Training System: An Effective Behavioral Intervention for Children with Autism and Developmental Disabilities." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/749.

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The current set of experiments sought to evaluate and address current, empirically based assessments and treatment protocols for children who have autism and/or other developmental disabilities. The past few decades of research have been successful in developing effective behavioral treatments, however, the dissemination of these strategies has not been maximized in applied settings. Furthermore, many existing treatments are outdated or not widely used in school or social settings. The current experiments evaluate existing effective assessments and treatments and extend them with the implem

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14

Burris, Heather. "An assessment of a naturalistic in-home training protocol to establish joint attention responding with children diagnosed with autism spectrum disorders." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003192.

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15

Horsch, Rachel M. "Effects of a Computer-based Self-instructional Training Package on Novice Instructors’ Implementation of Discrete Trial Instruction and a Naturalistic Developmental Behavioral Intervention." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804897/.

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Discrete trial instruction (DTI) and naturalistic developmental behavioral interventions (NDBIs) are often incorporated into early intensive behavioral interventions for young children with autism. Recent advances in staff training methods have demonstrated that self-instructional manuals, video models, and computer-based training are effective and efficient ways to improve staff implementation of these teaching strategies however research in this area is limited. The current evaluation assessed the effects of a computer-based training package including self-instructional manuals with embedded

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16

Breeden, Ashley Nicole. "An Evaluation of Behavioral Skills Training with the Addition of a Fluency Component." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3015.

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Abstract Behavior Skills Training (BST) typically consists of an initial informational component presented to the learners either vocally, through a handout, presentation, or both. Results from the active student responding literature indicates these methods as the least effective means of conveying important information to learners. This study sought to utilize an alternative instructional component, fluency training, and to evaluate if any effects are observed on implementation of the behavior chain of Discrete Trial Training (DTT). Teacher's had previous training and experience on implem

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17

Bowe, Melissa. "The Use of the Performance Diagnostic Checklist for Human Services to Increase Paraeducators’ Effective Implementation of Error-Correction Procedures During Discrete Trial Training." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5781.

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Employees in the field of human services can influence the health and rate of progress of the clients they serve. A human service supervisor’s responsibilities include identifying why an employee may be performing poorly and provide an effective intervention to ensure improved performance. The Performance Diagnostic Checklist for Human Services (PDC-HS) has been used in treatment clinics to identify the variables that can contribute to poor employee performance, and subsequently recommend an intervention to improve performance. The special education classroom is a human service setting in whic

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18

Ruf, Hernan Dennis. "A Comparative Study on Electronic versus Traditional Data Collection in a Special Education Setting." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/295.

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The purpose of the current study was to determine the efficiency of an electronic data collection method compared to a traditional paper-based method in the educational field, in terms of the accuracy of data collected and the time required to do it. In addition, data were collected to assess users' preference and system usability. The study included a sample of 20 preschool special educators from the Mailman Segal Center's Baudhuin Preschool and Autism Institute located in Davie County, Florida, who conduct daily data collection and analysis. The study used both quantitative and qualitative m

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19

Gilsenan, Callan. "Using Discrete Trial Training with Children with Autism Spectrum Disorder to Improve Participation in Regard to Precision, Scope, and Depth During Acceptance and Commitment Therapy Sessions." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2680.

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The purpose of the present study was to improve participation through precision, scope, and depth of responding during Acceptance and Commitment Therapy (ACT) sessions for three individuals with autism. Following baseline observations which revealed less than optimal performance, participants received 8 relational framing training tasks prior to each ACT lesson, in which the underlying ACT relational principles were taught in a Discrete Trial Training format. Following mastery of all 8 programs and concurrent data collection on ACT participation quality, all participants were given maintenance

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20

Turner, Heather L. "A Comparison of Discrete Trial Training and Embedded Instruction on the Promotion of Response Maintenance of Coin Counting Skills for Middle School Students with Intellectual Disabilities." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312759633.

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21

Murphy, Corinne M. "The comparative effects of simple and complex instructional language on the acquisition and generalization of receptive language tasks by children with autism." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154454397.

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22

Booth, Shari Lynn. "Professional Development as a Means to Increase Teacher Fidelity and Improve Teacher and Student Outcomes." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/446.

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This study was conducted to examine professional development techniques for training special education teachers to implement discrete trial training with in the classroom environment. The purpose of this study was to determine if professional development regarding discrete trail training increases the fidelity with which teachers implement discrete trail training when providing instruction to students with autism spectrum disorder. Specifically, the study noted if professional development that included coaching in the classroom increased the fidelity with which teachers were able to implement

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23

Saade, Sabine. "L’utilisation de tablettes tactiles comme outils d’enseignement auprès d’enfants ayant un trouble du spectre de l’autisme." Thèse, 2016. http://hdl.handle.net/1866/18485.

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