Discrete Trials
Applied Behavior Analysis and Discreate Trial Training:
A Brief Statement of Philosophy and Context
In recent years these terms have gained interest among parents and educators, particulary as applied to children with pervasive developmental disorders such as autism. They refer to an approach for educational and treatment intervention that historically derives primarily from research in experimental psychology. These terms refer to the precise analysis of behavior and learning patterns and the conditions that serve to elicit and maintain these behaviors and patterns. Unfortunately, these principles and the substantial body of knowledge that they are based upon is often mistranslated and simplified such that reference is only made to simple techniques such as motivational reward, use of time out for inappropriate behavior, and other such isolated procedures. This does not at all capture the sophistication, complexity, effectiveness, nor principles of applied behavior analysis. One reason for this is that in addition to drawing upon work in experimental psychology, the context is also encompasses research information from the fields of clinical psychology, educational psychology, and neuropsychology. Further, applied behavior analysis must also be discussed within the context of the particular characteristics of the individual receiving services. The choice of setting, structure and goals (that is, the use of a detailed curriculum) is highly dependent upon the diagnostic issuessurrounding the individual, whether that be autism vs. emotional disturbance vs. learning disability etc., etc. Thus, any educational and/or treatment program that focuses upon teaching simple techniques that may be illustrated within applied behavior analysis is, in fact, not the application of applied behavior analysis. The same is true for discrete trial training. This is a very specific method of instruction that is not limited to individuals with autism. However, use of this procedure, in order to be effective, must be in the context of a comprehensive program in which appropriate diagnostic and assessment procedures have been conducted and the appropriate choice and sequencing of goals for a particular individual has been determined. It is often misapplied because of failure to integrate it into the broader context of the issues raised here. By analogy, if one were to provide training in "surgery" that was limited to how to make an incision, how to cauterize arteries and appropriate choice of material for stitching the wound closed, this, of course, would not at all prepare an individual to actually perform surgery, because it has been taught outside of the context of what is the specific "target" of the surgical process, and related issues of infection control, anesthesia, etc., etc. Thus, it is our strong philosophy that the teaching of applied behavior analysis must be done in a systematic and comprehensive manner that directly addresses issues of appropriate application that takes into consideration issues that are inherent in the appropriate delivery of educational and clinical services. This is of particular relevance when speaking of autism and related disorders as one cannot neatly segment educational issues from clinical issues. In the same way, one cannot neatly separate educational and treatment efforts made in the school setting vs. those in the home setting. They are intimately intertwined and thus must be dealt with as a whole rather than piecemeal.
