Discrete trial training is an intensive treatment designed to assist individuals with developmental disabilities, such as autism.  It involves directly training a variety of skills that individuals with disabilities may not pick up naturally.  Programs often start by training pre-learning skills (sitting, attending, looking at trainer), social skills (looking at people, talking and interacting with them appropriately), safety skills (ability to state name, address, and phone number) and basic concepts (colors, letters, numbers).  Children who are non-verbal may be trained to speak, use sign language, or use other communication devices.  After these basics are mastered, higher-level skills are trained.

Discrete trial training is conducted using intensive drills of selected materials.  A specific behavior is prompted or guided, and children receive reinforcement for proper responses.  Initially, basic reinforcers such as candy, soda, or other edibles are utilized.  This works best if children do not receive sweets during any other portion of the day.  Shaping procedures are used to teach children to respond to other types of reinforcement, such as praise or breaks.

This form of treatment works best when it is begun in the pre-school years.  Ideally, treatment will begin as soon as the symptoms of autism are apparent, generally between 2 and 3 years of age.  Older children can benefit from this treatment as well, but may not have the same long-term gains as children who begun discrete trial training in the preschool years.

Phoenix Behavior Services, LLC provides discrete trial training in the client’s home.  Research has shown that treatment outcomes are better maintained when treatment is given in the home environment.

You will initially meet with a Behavior Analyst.  The behavior analyst’s role is to provide expertise and oversight of the child’s training program.  He or she will meet with both the parents and the child, to determine what the individual child’s needs are.  He or she will assess the child’s existing skills, abilities and skill deficits, and make treatment recommendations. 

A second type of provider, called a Behavior Assistant or Behavioral Tutor, will be necessary as well.  The Behavior Assistant’s role is to provide the hands-on training to the child.  Often, more than one Behavior Assistant is used, with each providing training to the child a few days per week.  Having more than one behavior assistant helps the child to be able to produce appropriate behavior with different people (this is called generalizeability).  Families generally hire their own behavior assistants, and negotiate the hours and rate of pay with whoever they select.  Phoenix Behavior Services, LLC can assist families in finding and interviewing Behavior Assistants. 

The Behavior Analyst writes and oversees all behavior programs, while the Behavior Assistants actually implement the discrete trial training.  Most families can expect to meet with their Behavior Analyst on a weekly or biweekly basis, and to meet with their Behavior Assistant(s) several times a week or daily as the program is implemented.  A regular schedule will be set up for the Behavior Analyst to train and supervise the Behavior Assistants.

There is another important person involved in these procedures---the child’s parents.  It is highly recommended that the child’s parents be trained in discrete trial training procedures.  Other individuals in the child’s life, such as daycare providers or teachers, may wish to undergo training as well. 

As the child makes progress with his or her program, drills will be added for more advanced skills, and easier skills will be practiced less.  The goal of discrete trial training is very clear; that by the time the child is old enough to start kindergarten, he or she will have the skills and abilities to start school in a normal kindergarten class.  At that point, children might no longer carry the diagnosis of autism, as they no longer have any visible symptoms of the disorder.  Not all children have this outcome- some children may require a special education classroom or continued discrete trial training during the elementary school years.  Other children are able to discontinue treatment altogether by the time they are old enough to attend school.  Treatment success depends on a variety of factors, including the number of hours of treatment per week, the amount of motivation and effort put forth, and the response of the individual child.  Thus, there are no guarantees as to the outcomes any particular child might have.  However, many children have made considerable gains using this technique.