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The Importance Of DTT In Education

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Antecedent is also known as discriminative stimuli, it is the giving of instruction by a person either parents, teacher or anyone else. Prompt is a signal provided by the teacher, parents or therapist to help or aid the child in having the correct response. This prompt can be physical, verbal or gestural. Response is a behavior done by the child either correct or incorrect. Consequence is the presentation or removal of aversive stimuli or the stimuli which the child’s like to increase or decrease the target behavior. Intertrial interval comes after the consequence, it’s a pause given by the teacher consist of 1-5 seconds. Smith (2001), stated that research have proven that DTT is the effective intervention to teach imitation skills, receptive language, new vocabulary, conversation, grammar and syntax.
According to Smith (2001) there are many uses of Discrete Trial Teaching. The main uses of DTT are that it teaches new behaviors, new discrimination and also alternative communication system. Other uses of DTT are that it expands children’s skills, and manages disruptive behaviors.
Naturalistic …show more content…

(2012). A Comparison of
Developmental Social--Pragmatic and Naturalistic Behavioral Interventions on Language Use and Social Engagement in Children With Autism. Journal Of Speech, Language & Hearing Research, 55(5), 1301-1313.

Ingersoll, B., & Schreibman, L. (2006). Teaching Reciprocal Imitation Skills to Young Children with Autism Using a Naturalistic Behavioral Approach: Effects on Language, Pretend Play, and Joint Attention. Journal Of Autism & Developmental Disorders, 36(4), 487-505
Peterson, P. (2004). Naturalistic Language Teaching Procedures for Children at Risk for Language Delays. Behavior Analyst Today, 5(4), 404-424.
Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Focus On Autism & Other Developmental Disabilities, 16(2), 86. Weiss, M. J. (1999). Differential rates of skill acquisition and outcomes of early intensive behavioral intervention for autism. Behavioral Interventions, 14(1), 3-22.
Young, R., & Rodi, M. (2014). Redefining autism spectrum disorder Using DSM-5: The Implications of the Proposed DSM-5 Criteria for Autism Spectrum Disorders. Journal Of Autism & Developmental Disorders, 44(4),

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