Episode 11 - Preventing Errors in Discrete Trial Training
ABA Inside Track
Robert Parry-Cruwys
4.7 • 634 Ratings
🗓️ 27 July 2016
⏱️ 71 minutes
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Summary
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Rather than pull your hair out about that discrete trial program that JUST...ISN'T...WORKING, why not listen to us discuss some possible solutions. We review research on minimizing overselectivity using a differential observing response and on using more salient behavior-consequence relations all in the name of helping you avoid those pesky DTT error patterns. Plus, we share the secrets of remembering the 140 Crayola crayon colors, literal reinforcer stacking, and Rob's Boston accent.
Articles discussed this episode:
Dube, W.V, & McIlvane, W.J. (1999). Reduction of stimulus overselectivity with nonverbal differential observing responses. Journal of Applied Behavior Analysis, 32, 25-33. doi: 10.1901/jaba.1999.32-25
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Transcript
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| 0:00.0 | Welcome to ABA Inside Track, the podcast that's like reading in your car, but safer. |
| 0:18.9 | I'm your host, Robert Perry Cruise, and with me are my fabulous co-hosts. |
| 0:22.9 | Hi, Rob. It's Diana. |
| 0:24.7 | I'm Jackie. |
| 0:25.6 | Hey, guys. How you doing? |
| 0:26.8 | Hi, Rob. |
| 0:27.1 | Good. |
| 0:27.8 | Excellent. |
| 0:28.6 | Today, we are recording episode 11, where we'll be talking about preventing errors in discrete trial training. |
| 0:36.4 | Our two articles for this week's episode are |
| 0:39.1 | reduction of stimulus over selectivity with nonverbal differential |
| 0:42.8 | observing responses by Duby and Micklevain from Java 1999 |
| 0:46.7 | and increasing the saliency of behavior consequence relations for children |
| 0:52.9 | with autism who exhibit persistent errors |
| 0:55.2 | by Fisher, Powich, Dick's, Payden, and Toussaint from Java 2014. |
| 1:01.9 | We all work with children who use discrete trial training in some component or another, or |
| 1:06.3 | children, young adults, correct? |
| 1:09.3 | Yeah. |
| 1:09.9 | Mm-hmm. |
| 1:10.4 | And we've all had those programs that we run and we run and we run and we wonder, why can't |
| 1:15.2 | this student just get this skill? |
| 1:17.3 | What's the matter with it? |
... |
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