Progressive Discrete Trial Teaching | BCBA CEU | Learning | 1 Hour

In this presentation, the speaker compares conventional discrete trial teaching (DTT) with a progressive approach to DTT. The progressive model is described as relying heavily on clinical judgment, including ongoing evaluation of learner behavior, function, motivation, attentiveness, health, and historical performance. The speaker contrasts rigid protocol adherence in conventional models with flexible, in-the-moment decision making in progressive practice.

Key differences are outlined across multiple components: stimulus placement, establishing attention, instruction complexity, prompting, corrective feedback, teaching environment, instructional format, and data collection. Conventional approaches are described as emphasizing counterbalancing, fixed stimulus arrays, “errorless learning,” strict prompting hierarchies, minimal variation in language, one-to-one instruction, sterile environments, and continuous trial-by-trial data collection.

The progressive approach instead emphasizes flexible stimulus placement based on learner responding, shaping and reinforcing attending rather than using “look at me” prompts, varying instruction complexity and wording, flexible prompt fading guided by defined parameters (e.g., aiming for 80% or higher success), use of corrective feedback including saying “no,” teaching in environments that resemble natural settings, incorporating group instruction formats, and using estimation data in conjunction with other measures.

Throughout, the speaker states that research and clinical data support the progressive approach as more efficient, more natural, more conducive to generalization, and associated with better skill acquisition outcomes.