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Journal articles on the topic 'Discrete Trial Training Level'

Author: Grafiati

Published: 5 June 2025

Last updated: 15 July 2025

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1

Makhmudiyah, Nurul, and Putu Wirabumi. "Implementasi Metode Instruksional (Discrete Trial Training) Untuk Meningkatkan Konsentrasi Belajar Anak Autis Usia Pra Sekolah." JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN 9, no. 2 (2024): 57–64. http://dx.doi.org/10.51836/je.v9i2.643.

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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

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Hina, Hadayat Ali Hina Fazil. "Examining the Efficacy of Adopting, Implementing and Sustaining Discrete Trial Training Program for Developing Social Communication Skills in a Case with Autism Spectrum Disorder: District Toba Tek Singh of the Punjab Province, Pakistan." Multicultural Education 7, no. 11 (2022): 616. https://doi.org/10.5281/zenodo.6373572.

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<em>This research paper has examined the efficacy of adopting, implementing and sustaining the DTT program for developing social communication skills in a case with an autism spectrum disorder in the district Toba Tek Singh of the Punjab province, Pakistan. The researchers obtained the face and content validity of the self-made research instrument and DTT data recording sheets by five experts. Five steps were performed to carry out the necessities of the study and therefore meet the aim of the study. Visual analysis under Nugent Method was performed to investigate the skill development rate of change across all the treatment phases. It was found that the task objectives were developed at a higher rate of change during phase E.</em>

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Shantawi, Hadeal, and Firas Al Hamouri. "Investigating the Effectiveness of a Training Program based on Discrete Trials on Children with Autism in United Arab Emirates." Journal of Educational and Psychological Studies [JEPS] 11, no. 3 (2017): 514–26. http://dx.doi.org/10.53543/jeps.vol11iss3pp514-526.

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The study aimed to investigate the false memory level, and the effectiveness of a metamemory training program in rejecting false memory events among preschool children. The sample of this study consisted of 30 children of preschool stage from Bane Obaid educational directorate, Jordan which was equally divided randomly into experimental and control groups.The Deese-Roediger- McDermott (DRM) was used to measure false memory level. A meta-memory training program was developed also and applied after establishing its validity and reliability over 8 weeks with 2 sessions per week. The results showed that the preschool children had a high level of false memory, and that a statically significant decrease (p. = 0.05) in the mean of false memory scores of the experimental group in comparison with the control group on the post and the follow up tests.

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Shantawi, Hadeal, and Firas Al Hamouri. "Investigating the Effectiveness of a Training Program based on Discrete Trials on Children with Autism in United Arab Emirates." Journal of Educational and Psychological Studies [JEPS] 11, no. 3 (2017): 514. http://dx.doi.org/10.24200/jeps.vol11iss3pp514-526.

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The study aimed to investigate the false memory level, and the effectiveness of a metamemory training program in rejecting false memory events among preschool children. The sample of this study consisted of 30 children of preschool stage from Bane Obaid educational directorate, Jordan which was equally divided randomly into experimental and control groups.The Deese-Roediger- McDermott (DRM) was used to measure false memory level. A meta-memory training program was developed also and applied after establishing its validity and reliability over 8 weeks with 2 sessions per week. The results showed that the preschool children had a high level of false memory, and that a statically significant decrease (p. = 0.05) in the mean of false memory scores of the experimental group in comparison with the control group on the post and the follow up tests.

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Lamasigi, Zulfrianto Yusrin. "DCT Untuk Ekstraksi Fitur Berbasis GLCM Pada Identifikasi Batik Menggunakan K-NN." Jambura Journal of Electrical and Electronics Engineering 3, no. 1 (2021): 1–6. http://dx.doi.org/10.37905/jjeee.v3i1.7113.

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Batik merupakan kain yang dibuat khusus, batik sendiri terbilang unik karena memiliki motif tertentu yang dibuat berdasarkan unsur budaya dari daerah asal batik itu dibuat. setiap motif dan warna batik berbeda-beda sehingga sulit untuk dikenali asal dari motir batik itu sendiri. penelitian ini bertujuan untuk meningkatkan hasil ektraksi fitur pada identifikasi motif batik. metode yang digunakan dalam penelitian ini adalah Discrete Cosine Transform bertujuan untuk meningkatkan hasil ektraksi fitur Gray Level Co-Occurrence Matrix untuk mendapatkan hasil akurasi identifikasi motif batik yang lebih baik, sedangkan untuk mengetahui nilai kedekatan antara data training dengan data testing citra batik akan menggunakan K-Nearest Neighbour berdasarkan nilai ekstraksi fitur yang diperoleh. dalam eksperimen ini dilakukan 4 kali percobaan berdasarkan sudut 0°, 45°, 90°, dan 135° pada nilai k=1, 3, 5, 7, dan 9. sementara itu, untuk menghitung tingkat akurasi dari klasifikasi KNN akan menggunakan confusion matrix. Dari uji coba yang di lakukan dengan menggunakan jumalah data training sebanyak 602 citra dan data testing 344 citra terhadap semua kelas berdasarkan sudut 0°, 45°, 90°, dan 135° pada nilai k=1, 3, 5, , dan 9 akurasi tertinggi yang diperoleh DCT-GLCM ada pada sudut 135° dengan nilai k=3 sebesar 84,88% dan yang paling rendah ada pada sudut 0° dengan nilai k=7 dan 9 sebesar 41,86%. Sedangkan hasil uji dengan hanya mennggunakan GLCM akurasi tertinggi ada pada sudut 135° dengan nilai k=1 sebesar 77,90% dan yang paling rendah ada pada sudut 90° dengan nilai k=7 sebesar 40,69%. Dari hasil uji coba yang dilakukan menunjukkan bahwah DCT bekerja dengan baik untuk meningkatkan hasil ekstraksi fitur GLCM yang dibuktikan dengan hasil rata-rata akurasi yang diperoleh.Batik is a specially made cloth, batik itself is unique because it has certain motifs that are made based on cultural elements from the area where the batik was made. each batik motif and color is different so it is difficult to identify the origin of the batik motir itself. This study aims to improve the feature extraction results in the identification of batik motifs. The method used in this research is Discrete Cosine Transform, which aims to increase the extraction of the Gray Level Co-Occurrence Matrix feature to obtain better accuracy results for identification of batik motifs, while to determine the closeness value between training data and batik image testing data will use K- Nearest Neighbor based on the feature extraction value obtained. In this experiment, 4 experiments were carried out based on angles of 0 °, 45 °, 90 °, and 135 ° at values of k = 1, 3, 5, 7, and 9. Meanwhile, to calculate the level of accuracy of the KNN classification, confusion matrix will be used. . From the trials carried out using the total training data of 602 images and testing data of 344 images for all classes based on angles of 0 °, 45 °, 90 °, and 135 ° at values of k = 1, 3, 5, and 9 accuracy The highest obtained by DCT-GLCM was at an angle of 135 ° with a value of k = 3 of 84.88% and the lowest was at an angle of 0 ° with values of k = 7 and 9 of 41.86%. While the test results using only GLCM, the highest accuracy is at an angle of 135 ° with a value of k = 1 of 77.90% and the lowest is at an angle of 90 ° with a value of k = 7 of 40.69%. From the results of the trials conducted, it shows that the DCT works well to improve the results of the GLCM feature extraction as evidenced by the average accuracy results obtained.

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Serna, Richard W., Michelle M. Foran, Caroline Cooke, et al. "Teaching Discrete Trial Training." Journal of Special Education Technology 31, no. 1 (2016): 39–49. http://dx.doi.org/10.1177/0162643416633334.

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Chizhova, Yu V. "The Assessment Development of Life Competencies in Children with Autism Spectrum Disorders in the Inclusion Environment." Autism and Developmental Disorders 20, no. 4 (2022): 59–68. http://dx.doi.org/10.17759/autdd.2022200406.

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<p style="text-align: justify;">The formation of life competencies in children with ASD is the basis of social adaptation and the most important factor for the successful education inclusion. In this study, we made the assessment of life competencies in younger schoolchildren with ASD and determined the educational conditions for the development of these competencies based on the applied behavior analysis methodology. The study involved 12 students with ASD born in 2007&mdash;2009. The life competencies were diagnosed using the ABBLS-R (basic speech and learning skills). A range of necessary and most important skills in learning in an inclusive environment were outlined. The results obtained made it possible to identify a number of shortcomings in students with ASD and to determine the need to develop special pedagogical conditions. The most important conditions are the psychological and educational support of such students, the choice of methods and techniques that can increase the effectiveness of the development of life competencies. Work on the formation of the residential complex was carried out in the period from 2018 to 2021. As a result of testing of the educational conditions based on the application of methods of applied behavior analysis (visual support; social stories; spontaneous learning; step-by-step learning; shaping; discrete trial training, DTT), an increase in the level of formation of life competencies was recorded. The results obtained allow us to speak about the effectiveness of the created education environment using methods of applied behavior analysis for the formation of life competencies in students with ASD in inclusion conditions.</p>

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Anjum, Rehana, Arun Barkat, and Asif Ali Jatoi. "Fragmentation To Framework: Harmonizing Animal Protection Laws Across Pakistan." Research Journal for Social Affairs 3, no. 4 (2025): 117–27. https://doi.org/10.71317/rjsa.003.04.0266.

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Since 2020 Pakistan’s superior courts have re-imagined the country’s colonial animal-welfare patchwork as an incipient rights regime, grounding protections in constitutional dignity, scientific evidence of sentience and Qur’anic ethics of mercy. This article analyses whether that doctrinal leap is being matched by enforcement and legislation. Using an integrated socio-legal methodology—doctrinal coding of thirty-five judgments, text mining of four provincial bills, a compliance database of eighty- eight structural directives, and twenty-two elite interviews—the study maps the emerging feedback loop between benches, legislatures and street-level inspectors. Results reveal a rapidly consolidating “dignity–sentience–mercy” triad and a 66 % shift from welfare to fundamental rights language. Compliance, however, remains uneven: discrete relocation orders enjoy 100 % success, yet diffuse mandates attain only 38 % full implementation unless backed by modern statutes with credible fines and ring-fenced funds. Legislative borrowing is vigorous—half of Khyber Pakhtunkhwa’s 2024 Act mirrors court dicta—but provincial divergence invites regulatory arbitrage. Stakeholder interviews affirm growing public support but warn that cultural resistance endures in districts and rural municipalities. The article concludes that Pakistan’s experiment can mature into a durable interspecies-justice architecture only if federal harmonization, inspectorate training and budgetary earmarks accompany the courts’ doctrinal ambition.

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Sveinbjörnsdóttir, Berglind, Snorri Hjörvar Jóhannsson, Júlía Oddsdóttir, Tinna Þuríður Sigurðardóttir, Gunnar Ingi Valdimarsson, and Hannes Högni Vilhjálmsson. "Virtual discrete trial training for teacher trainees." Journal on Multimodal User Interfaces 13, no. 1 (2019): 31–40. http://dx.doi.org/10.1007/s12193-018-0288-9.

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Oliveira Pereira de Souza, Thayana, and Daniela Mendonça Ribeiro. "Revisão sistemática da literatura sobre o treinamento para a aplicação do ensino por tentativas discretas." Revista Brasileira de Terapia Comportamental e Cognitiva 25, no. 1 (2023): 1–22. http://dx.doi.org/10.31505/rbtcc.v25i1.1698.

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O ensino por tentativas discretas (discrete trial training, DTT) tem se mostrado efetivo para ensinar diversas habilidades para pessoas com Transtorno do Espectro Autista. O objetivo deste trabalho foi analisar os estudos recentes sobre o ensino da aplicação do DTT para profissionais e pais. Foram realizadas buscas nas bases de dados PsycInfo e ERIC com as palavras “discrete trial training”, “discrete trials”, “DTT”, “discrete trial”, “discrete trial instruction” combinadas com “developmental disabilities”, “autism” e “training”, no período entre 2018 e 2023. Quinze estudos atenderam aos critérios de inclusão. O behavioral skills training (BST) foi o procedimento mais utilizado e a telessaúde vem sendo utilizada para minimizar a necessidade da presença de um treinador. Além do BST, outros procedimentos se mostraram efetivos para ensinar a aplicação do DTT. Pesquisas futuras devem comparar os diferentes procedimentos e identificar variáveis envolvidas nas vantagens e nas desvantagens de cada procedimento.

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Smith, Tristram. "Discrete Trial Training in the Treatment of Autism." Focus on Autism and Other Developmental Disabilities 16, no. 2 (2001): 86–92. http://dx.doi.org/10.1177/108835760101600204.

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Radley, Keith C., Evan H. Dart, Christopher M. Furlow, and Emily J. Ness. "Peer-mediated discrete trial training within a school setting." Research in Autism Spectrum Disorders 9 (January 2015): 53–67. http://dx.doi.org/10.1016/j.rasd.2014.10.001.

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Sump, Layla A., David M. Richman, Anna Marie Schaefer, Laura M. Grubb, and Adam T. Brewer. "Telehealth and in-person training outcomes for novice discrete trial training therapists." Journal of Applied Behavior Analysis 51, no. 3 (2018): 466–81. http://dx.doi.org/10.1002/jaba.461.

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Kim, Younghee, and Eunhee Paik. "The Effect of Discrete Trial Training on Acquisition of Social Communication Skills of Young Children with Autism Spectrum Disorder." Journal of Behavior Analysis and Support 9, no. 2 (2022): 1–30. http://dx.doi.org/10.22874/kaba.2022.9.2.1.

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The purpose of this study was to analyze the effect of discrete-trial training(DTT) on acquisition of social communicative skills of young children with autism spectrum disorder(ASD). Three participants with previous diagnoses of ASD were selected from the list of children receiving services from the Korean Institute for Applied Behavior Analysis(KIABA). Target behaviors of this study were: (1) pointing the item related when the usage or function is explained, (2) imitating vowels “Ah, Eoh, Oh, Uh, Eeh”, (3) telling a story after arranging a set of three serial picture cards in order. Three DTT programs were developed to teach each of the target behaviors combined with fading, shaping, and chaining procedures, and examined the effectiveness through the experimental intervention. The multiple-probe design across training steps was conducted with 3 participants receiving discrete trial training. The results showed that all the three discrete trial training programs were highly effective to teach social communication skills to children with ASD.

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Shin, Ju Won, Chan Woong Park, and Hyo Shin Lee. "The Effect of Behavioral Skills Training on the Accuracy of Discrete-Trial Teaching Implementation for Parents of Children with Developmental Disabilities." Journal of Behavior Analysis and Support 8, no. 1 (2021): 23–42. http://dx.doi.org/10.22874/kaba.2021.8.1.23.

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The purpose of this study was to investigate the effect of a behavioral skills training involving written teaching, modeling, role-play, and feedback for performance accuracy and maintenance of discrete-trial teaching(DTT) procedures to three parents of children with developmental disabilities. Three parents of children with developmental disabilities were trained to implement discrete-trial teaching through behavioral skills training. A multiple baseline across participants design was used, consisting baseline, written instruction, modeling, role-play, feedback, and maintenance phases. The results demonstrated that behavioral skills training has improved the accuracy of DTT and maintained. Two participated parents reached mastery levels of correct implementation at the feedback phase. The results indicated that behavioral skills training could be an effective training method for parents of children with developmental disabilities.

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Lee, Sungeun, and Youngzie Lee. "Teaching Imitation to Children with Developmental Disabilities using Discrete Trial Training in an Inclusive Preschool." Korean Association for Behavior Analysis 11, no. 3 (2024): 43–62. https://doi.org/10.22874/kaba.2024.11.3.3.

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This study investigated whether imitation training using discrete trial training is effective for children with developmental disabilities. A multiple probe baseline design across subjects study was conducted in an inclusive preschool. The targeted imitation skills included object imitation, fine motor imitation, and gross motor imitation tasks. The results indicated all participants showed significant improvement in their imitation skills across each domain(Tau-U=-1.000), and these effects were maintained after the training was completed. The results of the study demonstrated that discrete trial training is feasible in an inclusive preschool and effective in improving imitation skills of children with developmental disabilities. These findings are expected to serve as a foundation for future discussions on special education and intervention delivery in inclusive preschool settings.

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Dart, Evan H., Keith C. Radley, Christopher M. Furlow, and Ashley N. Murphy. "Using behavioral skills training to teach high school students to implement discrete trial training." Behavior Analysis: Research and Practice 17, no. 3 (2017): 237–49. http://dx.doi.org/10.1037/bar0000075.

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Reed, Florence D. DiGennaro, Derek D. Reed, Cynthia N. Baez, and Helena Maguire. "A PARAMETRIC ANALYSIS OF ERRORS OF COMMISSION DURING DISCRETE-TRIAL TRAINING." Journal of Applied Behavior Analysis 44, no. 3 (2011): 611–15. http://dx.doi.org/10.1901/jaba.2011.44-611.

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Young, K. Richard, Keith C. Radley, William R. Jenson, Richard P. West, and Susan K. Clare. "Peer-facilitated discrete trial training for children with autism spectrum disorder." School Psychology Quarterly 31, no. 4 (2016): 507–21. http://dx.doi.org/10.1037/spq0000161.

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Turan, Michelle K., Lianne Moroz, and Natalie Paquet Croteau. "Comparing the Effectiveness of Error-Correction Strategies in Discrete Trial Training." Behavior Modification 36, no. 2 (2011): 218–34. http://dx.doi.org/10.1177/0145445511427973.

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Eldevik, Sigmund, Iwona Ondire, J. Carl Hughes, Corinna F. Grindle, Tom Randell, and Bob Remington. "Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching." Journal of Autism and Developmental Disorders 43, no. 3 (2012): 569–78. http://dx.doi.org/10.1007/s10803-012-1593-x.

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Sajee, D., and V. Thiruvalluvan. "Effect of Discrete Trial Training and Scripting on Third Person Past Tense Marking of Children with Autism and Cochlear Implant in Tamil Language." Shanlax International Journal of Arts, Science and Humanities 11, no. 3 (2024): 73–81. http://dx.doi.org/10.34293/sijash.v11i3.6911.

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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.

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Drash, Philip W., Mary R. Murrin, Sheldon E. Jordan, and Hewitt B. Clark. "Rapid Reduction of Off-Task Behavior in Retarded Children by Use of Light-Out." Psychological Reports 56, no. 2 (1985): 499–509. http://dx.doi.org/10.2466/pr0.1985.56.2.499.

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The effectiveness of a light-out procedure in reducing periods of off-task behavior in retarded children was evaluated. Four children ages 3 to 10 yr. (mean IQ 32) were trained on a lever-pressing task as an analogue to discrete-trial training procedures. Positive reinforcement sessions were alternated with concurrent escape/avoidance procedures during which light-out was contingent upon nonresponding in an alternating treatment design. The light-out contingency rapidly and effectively reduced the length of time off-task and slightly increased response rate. Educational and therapeutic implications for retarded and autistic children include adaptation of the procedure for decreasing off-task behavior during discrete-trial training, such as in speech and language remediation.

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Jobin, Allison. "Varied treatment response in young children with autism: A relative comparison of structured and naturalistic behavioral approaches." Autism 24, no. 2 (2019): 338–51. http://dx.doi.org/10.1177/1362361319859726.

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Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment response. This study evaluated the relative efficacy of discrete trial training and pivotal response training for teaching young children at risk for autism spectrum disorder receptive and expressive language, play, and imitation skills. Using a single-subject adapted alternating treatments design, children received both the treatments for 12 weeks. Data were collected during treatment and at 3-month follow-up. All participants acquired target skills in both treatments and demonstrated some generalization, maintenance, and spontaneous skill use. Pivotal response training and discrete trial training were each more effective for some children and domains. The results suggest that early rates of learning may be predictive of longer-term treatment response and useful in informing treatment decisions.

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Rabideau, Lindsey K., Tina L. Stanton-Chapman, and Tiara S. Brown. "Discrete Trial Training to Teach Alternative Communication: A Step-By-Step Guide." Young Exceptional Children 21, no. 1 (2016): 34–47. http://dx.doi.org/10.1177/1096250615621357.

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Severtson, Jamie M., and James E. Carr. "Training Novice Instructors to Implement Errorless Discrete-Trial Teaching: A Sequential Analysis." Behavior Analysis in Practice 5, no. 2 (2012): 13–23. http://dx.doi.org/10.1007/bf03391820.

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Amalia, RR Nabila Ghina, Jehan Safitri, and Rika Vira Zwagery. "PENERAPAN METODE DISCRETE TRIAL TRAINING (DTT) DALAM MENINGKATKAN KEMAMPUAN BICARA PADA ANAK YANG MENGALAMI KETERLAMBATAN BICARA." Jurnal Kognisia 2, no. 2 (2020): 119. https://doi.org/10.20527/kognisia.2019.10.018.

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Keterlambatan bicara merupakan sebuah keadaan pada anak sebagai ketidaknormalan kemampuan bicara jika dibandingkan dengan kemampuan seusianya. Salah satu perlakuan yang dapat dilakukan untuk dapat meningkatkan kemampuan bicara anak adalah dengan menggunakan metode Discrete Trial Training (DTT). Metode DTT merupakan sebuah metode turunan dari pendekatan Applied Behavior Analysis (ABA) yang sistematik, terstruktur, dan terukur yang didasari oleh model perilaku operant conditioning yakni suatu perilaku tertentu dikendalikan melalui manipulasi imbalan dan hukuman dengan memecah materi menjadi bagian-bagian kecil dalam pengajarannya. Penelitian ini bertujuan untuk mengetahui peranan metode Discrete Trial Training (DTT) dalam meningkatkan kemampuan bicara pada anak yang mengalami keterlambatan bicara. Teknik pengambilan sampel pada penelitian ini menggunakan purposive sampling dengan kriteria anak yang mengalami keterlambatan bicara tanpa disertai gangguan lainnya yang berusia dua sampai dengan lima tahun dan tidak sedang menjalani terapi apapun selama intervensi diterapkan. Teknik pengumpulan data dilakukan dengan menggunakan instrumen, yaitu guide screening, observasi dan wawancara. Guide screening dalam penelitian ini menggunakan acuan pada Milestones of Child Development untuk mengetahui gambaran perkembangan bahasa anak. Data yang telah dikumpulkan dianalisis menggunakan Wilcoxon signed rank- test sehingga dapat diketahui bahwa taraf signifikansi yakni sebesar 0,180 yang mana lebih besar dari alpha (0,05). Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan metode Discrete Trial Training (DTT) tidak dapat meningkatkan kemampuan bicara secara signifikan pada anak yang mengalami keterlambatan bicara namun tetap terdapat peningkatan nilai rerata pretest dan posttest yang diperoleh subjek.

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Lim, Heejung, Surnhee Lee, and Eunhee Paik. "The Effects of Individualized Positive Behavior Support on Temper Tantrum and Self-Injurious Behavior of a Child with Autism Spectrum Disorder." Journal of Behavior Analysis and Support 7, no. 3 (2020): 1–20. http://dx.doi.org/10.22874/kaba.2020.7.3.1.

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The purpose of this study was to investigate the effects of an individualized positive behavior support on temper tantrum and self-injurious behavior of a child with autism spectrum disorder(ASD). The study utilized multiple baseline design across setting: dinner time, discrete trial training and language rehabilitation. Individualized positive behavior support was conducted, including functional behavior assessment and behavior support plan which is background and setting event strategies, alternative behavior teaching strategies, and consequence strategies, in the dinner time, where temper tantrum and self-injurious behavior of a target child occur frequently, and in the discrete trial training and language rehabilitation of setting of the clinique. The results showed that individualized positive behavior support reduced the frequency of temper tantrum and self-injurious behavior of a child with ASD during both intervention and maintenance phase and generalized across the settings.

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Sarokoff, Randi A., and Peter Sturmey. "THE EFFECTS OF BEHAVIORAL SKILLS TRAINING ON STAFF IMPLEMENTATION OF DISCRETE-TRIAL TEACHING." Journal of Applied Behavior Analysis 37, no. 4 (2004): 535–38. http://dx.doi.org/10.1901/jaba.2004.37-535.

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Ferraioli, Suzannah, Carrie Hughes, and Tristram Smith. "A model for problem solving in discrete trial training for children with autism." Journal of Early and Intensive Behavior Intervention 2, no. 4 (2005): 224–46. http://dx.doi.org/10.1037/h0100316.

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Mitsch, Maryssa Kucskar, and Samantha Riggleman. "Effectively Integrating Direct Instruction and Discrete Trial Training Across Routines, Activities, and Environments." Beyond Behavior 29, no. 3 (2020): 152–61. http://dx.doi.org/10.1177/1074295620901526.

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With young children, there is often an instructional focus on naturalistic interactions between the child and environment. In special education, there are times when direct instruction (di) and discrete trial training (DTT) are both needed, requiring a balance of explicit DTT and child-initiated instruction. This article discusses what individually and developmentally appropriate di and DTT practice and real-life examples look and sound like, and explains how to embed them across routines, activities, and environments.

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Downs, Andrew, Robyn Conley Downs, and Kathryn Rau. "Effects of training and feedback on Discrete Trial Teaching skills and student performance." Research in Developmental Disabilities 29, no. 3 (2008): 235–46. http://dx.doi.org/10.1016/j.ridd.2007.05.001.

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Jenkins, Sarah R., Jason M. Hirst, and Florence D. DiGennaro Reed. "The Effects of Discrete-Trial Training Commission Errors on Learner Outcomes: An Extension." Journal of Behavioral Education 24, no. 2 (2014): 196–209. http://dx.doi.org/10.1007/s10864-014-9215-7.

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Cook, James E., Shrinidhi Subramaniam, Lashanna Y. Brunson, Nicholas A. Larson, Susannah G. Poe, and Claire C. St. Peter. "Global Measures of Treatment Integrity May Mask Important Errors in Discrete-Trial Training." Behavior Analysis in Practice 8, no. 1 (2015): 37–47. http://dx.doi.org/10.1007/s40617-014-0039-7.

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PRONKO, Ivan. "THERAPEUTIC INTERVENTIONS IN AUTISM THROUGH THE PRISM OF EVIDENCE-BASED MEDICINE: FOCUS ON BEHAVIORAL TECHNIQUES." Ukrains'kyi Visnyk Psykhonevrolohii, Volume 33, issue 2(123), 2025 (June 3, 2025): 48–53. https://doi.org/10.36927/2079-0325-v33-is2-2025-8.

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The purpose of the article is to evaluate the effectiveness of interventions designed to correct the manifestations of autism from the standpoint of evidence-based medicine. Due to the extremely large number of therapeutic techniques used, behavioral interventions that are the most common and widely used are discussed in detail. The main behavioral intervention used for autism is applied behavior analysis (ABA). The very method of using ABA for autism was developed in the 70s of the 20th century by Ole Ivar Lovaas, a clinical psychologist from the University of California. The therapeutic algorithm proposed by Lovaas was called discrete trial training. Over the past decades, ABA has evolved from Lovaas’ approach into a large number of other techniques, including both focused intervention practices and comprehensive treatment models. The most well-known therapeutic techniques in the field of ABA are functional communication training and early intensive behavioral intervention, that is based on based on discrete trial training practice. Numerous randomized controlled trials and meta-analyses of randomized controlled trials proves the effectiveness of these behavioral interventions in autism.

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Alemnh, Dagmawi G., Belay Hagos Hailu, and Abede Yehualawork Malle. "Effect of Teacher-Mediated Discrete-Trial Training in Improving Communication Skills of Children with Autism Spectrum Disorder." International Journal of Special Education (IJSE) 38, no. 2 (2023): 113–23. http://dx.doi.org/10.52291/ijse.2023.38.27.

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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.

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Ünlü, Emre, Sezgin Vuran, and İbrahim Halil Diken. "Effectiveness of Discrete Trial Training Program for Parents of Children with Autism Spectrum Disorder." International Journal of Progressive Education 14, no. 3 (2018): 12–31. http://dx.doi.org/10.29329/ijpe.2018.146.2.

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Bottini, Summer, Jennifer Gillis, and Raymond Romanczyk. "Impact of data collection format on training and treatment integrity during discrete-trial implementation." Behavior Analysis: Research and Practice 21, no. 2 (2021): 140–52. http://dx.doi.org/10.1037/bar0000217.

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Spronk, Desirée, Michiel Kleinnijenhuis, Gilles van Luijtelaar, and Martijn Arns. "Discrete-Trial SCP and GSR Training and the Interrelationship Between Central and Peripheral Arousal." Journal of Neurotherapy 14, no. 3 (2010): 217–28. http://dx.doi.org/10.1080/10874208.2010.501501.

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Nelson, Catherine, and Dixie Snow Huefner. "Young Children with Autism: Judicial Responses to the Lovaas and Discrete Trial Training Debates." Journal of Early Intervention 26, no. 1 (2003): 1–19. http://dx.doi.org/10.1177/105381510302600101.

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Jennett, Heather K., Sandra L. Harris, and Lara Delmolino. "Discrete Trial Instruction vs. Mand Training for Teaching Children With Autism to Make Requests." Analysis of Verbal Behavior 24, no. 1 (2008): 69–85. http://dx.doi.org/10.1007/bf03393058.

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Leaf, Justin B., Wafa A. Aljohani, Christine M. Milne, et al. "Training Behavior Change Agents and Parents to Implement Discrete Trial Teaching: a Literature Review." Review Journal of Autism and Developmental Disorders 6, no. 1 (2018): 26–39. http://dx.doi.org/10.1007/s40489-018-0152-6.

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Lang, Russell, Marije van der Werff, Katja Verbeek, et al. "Comparison of high and low preferred topographies of contingent attention during discrete trial training." Research in Autism Spectrum Disorders 8, no. 10 (2014): 1279–86. http://dx.doi.org/10.1016/j.rasd.2014.06.012.

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Gerencser, Kristina R., Thomas S. Higbee, Bethany P. Contreras, Azure J. Pellegrino, and Summer L. Gunn. "Evaluation of Interactive Computerized Training to Teach Paraprofessionals to Implement Errorless Discrete Trial Instruction." Journal of Behavioral Education 27, no. 4 (2018): 461–87. http://dx.doi.org/10.1007/s10864-018-9308-9.

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Bottini, Summer, Jennifer Gillis, and Raymond Romanczyk. "A large scale analysis of the impact of trial type and instructional errors on acquisition during discrete trial training." Learning and Motivation 71 (August 2020): 101639. http://dx.doi.org/10.1016/j.lmot.2020.101639.

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DETCOVA, Anna. "Integration potential of discrete mathematics." Acta et commentationes: Științe ale Educației 31, no. 1 (2023): 85–92. http://dx.doi.org/10.36120/2587-3636.v31i1.85-92.

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The article presents a holistic analysis of the possibility of integrating Discrete Mathematics in the system of vocational education based on the establishment of interdisciplinary links, the introduction of professionally oriented tasks, the creation of a set of special conditions to increase the level of mathematical and general cultural training, and professional motivation. On the example of the specialty "Computer Systems and Complexes", the experience of using the integration potential of Discrete Mathematics in the study of professional disciplines is demonstrated.

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Kim, Da Mi, and woo ri Kim. "The Effects of Discrete Trial Training (DTT) for Individuals with Developmental Disabilities: A Research Synthesis." Journal of Emotional & Behavioral Disorders 36, no. 4 (2020): 53–69. http://dx.doi.org/10.33770/jebd.36.4.3.

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Hall, Scott S., Kristin M. Hustyi, Jennifer L. Hammond, Melissa Hirt, and Allan L. Reiss. "Using Discrete Trial Training to Identify Specific Learning Impairments in Boys with Fragile X Syndrome." Journal of Autism and Developmental Disorders 44, no. 7 (2014): 1659–70. http://dx.doi.org/10.1007/s10803-014-2037-6.

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Li, Linyang, and Xipeng Qiu. "Token-Aware Virtual Adversarial Training in Natural Language Understanding." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 9 (2021): 8410–18. http://dx.doi.org/10.1609/aaai.v35i9.17022.

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Gradient-based adversarial training is widely used in improving the robustness of neural networks, while it cannot be easily adapted to natural language processing tasks since the embedding space is discrete. In natural language processing fields, virtual adversarial training is introduced since texts are discrete and cannot be perturbed by gradients directly. Alternatively, virtual adversarial training, which generates perturbations on the embedding space, is introduced in NLP tasks. Despite its success, existing virtual adversarial training methods generate perturbations roughly constrained by Frobenius normalization balls. To craft fine-grained perturbations, we propose a Token-Aware Virtual Adversarial Training method. We introduce a token-level accumulated perturbation vocabulary to initialize the perturbations better and use a token-level normalization ball to constrain these perturbations pertinently. Experiments show that our method improves the performance of pre-trained models such as BERT and ALBERT in various tasks by a considerable margin. The proposed method improves the score of the GLUE benchmark from 78.3 to 80.9 using BERT model and it also enhances the performance of sequence labeling and text classification tasks.

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Lerman, Dorothea C., Lynn Hawkins, Rachel Hoffman, and Mia Caccavale. "TRAINING ADULTS WITH AN AUTISM SPECTRUM DISORDER TO CONDUCT DISCRETE-TRIAL TRAINING FOR YOUNG CHILDREN WITH AUTISM: A PILOT STUDY." Journal of Applied Behavior Analysis 46, no. 2 (2013): 465–78. http://dx.doi.org/10.1002/jaba.50.

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