A Model for Problem Solving in Discrete Trial …（解决问题在离散模型试验u2026）.pdfVIP

JEIBI VOLUME 2, ISSUE NO. 4, Winter, 2005 A Model for Problem Solving in Discrete Trial Training for Children with Autism Suzannah Ferraioli Carrie Hughes Tristram Smith Abstract Discrete trial training (DTT) is a well-established intervention for teaching skills to children with autism; however, few published guidelines are available for determining whether a child’s rate of learning a particular skill is satisfactory and, if not, what to do. We assert that progress within 8-10 teaching sessions usually is evidence of satisfactory skill acquisition, whereas absence of progress within this time frame indicates a need to consider modifying or stopping instruction of that skill. Absence of progress may involve (a) consistently low rates of correct responding, (b) variable performance across sessions, (c) increases in problem behavior (often in conjunction with low or variable rates of correct responding), or (d) limited generalization of the skill outside intervention. Likely reasons for each of these patterns are described, and decision flowcharts for identifying possible solutions are outlined. When implemented with supervision from a qualified professional, these flowcharts may facilitate systematic problem solving. Key Words: autism, applied behavior analysis, discrete trial training, early intervention. Practitioners often recognize or suspect that a child with autism is not making progress in an instructional program for teaching a specific skill. Without effective and timely troubleshooting, they risk compromising their intervention. If, for example, an unnecessary decision is made to s