An Evaluation of Conventional and Progressive Discrete Trial Teaching when Teaching Receptive Labels
Date of Award
5-2019
Culminating Project Type
Thesis
Degree Name
Applied Behavior Analysis: M.S.
Department
Community Psychology, Counseling and Family Therapy
College
School of Health and Human Services
First Advisor
Kimberly Schulze
Second Advisor
Eric Rudrud
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
counter-balancing; receptive labels; Discrete Trial Teaching
Abstract
This study evaluated the effectiveness and efficiency of conventional DTT and progressive DTT when teaching receptive labels to three children all diagnosed with autism spectrum disorder. The conventional DTT approach used a conventional approach, which is a method of balancing the trial order and location of at least three stimuli in a teaching session. In contrast, the progressive approach DTT allowed the teacher to be flexible and assess in the moment the trial order. Using an alternating treatment design replicated for three sets and three participants, the results showed that progressive DTT was the most efficient and effective procedure for two of three participants to acquire receptive labels and to maintain the skills after intervention.
Recommended Citation
Wong, Elizabeth, "An Evaluation of Conventional and Progressive Discrete Trial Teaching when Teaching Receptive Labels" (2019). Culminating Projects in Community Psychology, Counseling and Family Therapy. 60.
https://repository.stcloudstate.edu/cpcf_etds/60
