CZ:Sandbox: Difference between revisions

From Citizendium
Jump to navigation Jump to search
imported>Stephanie Silveira
imported>Peter Schmitt
mNo edit summary
 
(50 intermediate revisions by 4 users not shown)
Line 1: Line 1:
Minor test edit, getting my hands on! <nowiki>Insert non-formatted text here</nowiki>
This is the Citizendium sandbox where you can practice your first edits.  You can also create a sandbox in your own user space by creating a page
 
by either
 
* placing a link on '''your user page''' by typing "<nowiki>[[/Sandbox]]</nowiki>" and clicking this link
Hello!
or
* search for "User:Your Username/Sandbox" with CZ's '''search box'''
Discrete Trial Training
or
 
* use "<nowiki>http://en.citizendium.org/wiki/User:User_Name/sandbox</nowiki>" (substitute YOUR user name for the User_Name - don't forget to substitute the underline "_" for spaces in your name!) in the '''address field''' of your browser.
Discrete trials training (DTT) is the oldest and most commonly used behavioral intervention technique used in teaching children with [[autism spectrum disorders]] (ASD) life and social skills such as communication. [1] This technique is based on the work of [[Dr. Ivar Lovass]] and falls under the overall category of [[Applied Behavior Analysis]] (ABA).   
DTT focuses on changing observable behaviors by using successive approximations of behaviors and [[shaping]] new responses.  A skill must be broken down into small parts and taught in steps and [[reinforcement]] plays a key role in the success of this treatment.
DTT also focuses on being clear and concise in commands and is the overall treatment of choice by most parents and therapists.
 
==History==
Dr. Ivar Lovass and Dr. Robert Kogel of the [[University of California Los Angeles]] (UCLA) are recognized for developing DTT in the 1970s.  Dr. Lovass based his research on the fact that if children are rewards for behaviors they will repeat them.  He started DTT research at UCLA with 38 children and was able to conclude that of the 19 children in his treatment group, 47% were able to reach normal IQ level after 2 years his interventions.  In a follow-up he was able to prove long-lasting effects when analyzing the nine children who were successful in the original study and had sustained high functioning. [2]
Other researchers have been partially successful in replicating Lovass’s success.  These researchers include Dr. James Mulick of Ohio State University, who is known for finding an association between DTT and early intervention in raising the IQ scores of children with autism. [3]
 
==Methods of Providing Intervention==
===The Trainer’s Presentation===
The trainer must begin by prompting the child to do a task or identify something.  For example “Do this” or “What is this?”  The command must be clear and concise and the trainer often must direct the child’s response such as guiding their hands.
 
===The Child’s Response===
The child gives a correct or incorrect response to the trainer’s cue.
 
===The Consequence===
If the child exhibits the correct response it must immediately be followed with reinforcement.  Reinforcement will vary for different children and can range from rewards such as food or tokens to verbal praise.  If the response is incorrect, the trainer says “No” and removes the teaching materials or signals the response was incorrect in some other way.
 
===Short Pause Between Consequence and Next Instruction===
After giving consequence, the trainer must pause for a short period such as 5-15 seconds before going on to the next trial and repeating the steps.
 
== Pedagogy==
Recent research has been based more on how to teach individuals DTT intervention techniques as opposed to if the treatment is effective.  Individuals who have been researched in this section include university students, teachers, parents, and direct care staff.
 
===Self-instructional manual and checklists===
Self-instructional manuals are one form of teaching DTT to prospective trainers.  A study was done at the [[University of Manitoba]] in which accuracy increased substantially after giving students a manual to read. [4] Manuals can be effective, especially for people who need a better idea of what DTT is and what is to be expected of them.  Also, a trainer can use the manual as a resource to go back to if they have questions.
 
Checklists are often important in analyzing if DTT is being effective or to provide trainers with steps to implementing DTT.  Experimenters used a checklist to analyze video recordings of participants and found it was an effective way to gauge accuracy. [5] Trainers can use the checklist steps to learn the methods needed for DTT and can be really important in promoting generalization.
 
===Video Recording===
 
Video recording is very important in training DTT as well as assessing accuracy.  Video recordings are often used to teach the methods of DTT.  Video recordings can be very useful in showing a scenario to learners that is representative of an actual session of DTT.  Also, it is very cost effective because a video can be shown over and over.  Video training is often used in training any job or skill and has shown to be an effective way to teach DTT.
Video recording is also very useful to look back at a study and code the data.  Studies often count how many times a behavior occurs or if someone is going through steps properly and video can help with accuracy. [6]
 
===Modeling===
The use of [[modeling]] is important for teaching DTT.  In DTT, the learned views the instructor implement part of the treatment and is expected to watch and be able to repeat what they have seen.  Modeling is often very effective with learners who do not have an extensive knowledge of DTT because it allows them to see what they need to do. [5] It can also be effective with people who have worked hands on with children with autism because they are often implementing treatments, but do not know the methods they are using by name. [7]
 
==References==
<references/>
1 Ghezzi, P. M. (2007). Discrete Trials Training. Psychology in Schools, 44 (7), 667-679. doi: 10.1002 /pits.20256
2 Rothstein, A. (2008). The History of Applied Behavior Analysis: It’s not just Discrete Trial Teaching.  Retreived from: http://www.autismcentral.ca/research/images/stories/rothstein-aba_article-june_9-08.pdf
3  Behavioral Neurotherapy Clinic. (2009). ABA for Autism. Retrieved from: http://www.autism.net.au/Autism_ABA.htm
4 Thiessen, C., Fazzio, D., Arnal, L., Martin, G. L., Yu, C. T., & Keilback, L. (2009). Evaluation of a Self-Instructional Manual for Conducting Discrete-Trials Teaching With Children With Autism. Behavior Modification, 33 (3) 360-373. doi: 10.1177/0145445508327443
5 Lafasakis, M., & Sturmey, P. (2007). Training Parent Implementation of Discrete-Trial Teaching: Effects on Generalization of Parent Teaching and Child Correct Responding. Journal of Applied Behavior Analysis, 40 (4). 685-689. doi: 10.1901/jaba.2007.685-689
6 Catania, C., Almedia, D., Lui-Constant, B., & Reed, F.D. (2009). Video Modeling to Train Staff to Implement Discrete-Trial Instruction. Journal of Applied Behavior Analysis, 42 (2), 387-392. doi: 10.1901/jaba.2009.42-387
7 Dib, N., & Sturmey, P. (2007). Reducing Student Stereotypy by Improving Teachers’ Implementation of Discrete-trial Training. Journal of Applied Behavior Analysis, 40(2), 339-343. doi: 10.1901/jaba.2007.52-06

Latest revision as of 19:20, 8 November 2010

This is the Citizendium sandbox where you can practice your first edits. You can also create a sandbox in your own user space by creating a page by either

  • placing a link on your user page by typing "[[/Sandbox]]" and clicking this link

or

  • search for "User:Your Username/Sandbox" with CZ's search box

or

  • use "http://en.citizendium.org/wiki/User:User_Name/sandbox" (substitute YOUR user name for the User_Name - don't forget to substitute the underline "_" for spaces in your name!) in the address field of your browser.
Retrieved from "https://citizendium.org/wiki/index.php?title=CZ:Sandbox&oldid=444356"