Discrete Trial Training (DTT)

DTT is a method for individualizing and simplifying instruction to enhance children's learning as well as remediating the social, communication, academic, and self-help difficulties that are associated with a diagnosis of autism spectrum disorder (ASD). DTT is especially useful for teaching new forms of behavior (e.g., that the child previously could not make) and new discriminations (e.g., responding correctly to different instructions). DTT uses the three-term contingency, Antecedent (A), Behavior (B), and Consequence (C). Additionally, it takes a complex task or process and breaks it down into single steps while teaching them gradually and practicing them until mastery. DTT procedures are highly structured and they focus on reinforcing children’s correct responses. DTT is used to target skill acquisition across the different developmental domains while also emphasizing on reducing challenging behaviors.  

Positive Behavioral Supports (PBS)

PBS is an evidence-based methodology which consists of three key components: Proactive, Teaching, and Reactive strategies. Each of those components encompasses individualized strategies that are generated through the completion of a functional behavioral assessment to reduce “problem” behavior that may hinder access to a higher quality of life. Positive Behavior Support Strategies addresses the functions of behaviors. It supports the ability to teach replacement behaviors in lieu of exhibiting challenging behaviors. When Proactive strategies are implemented it reduces the likelihood of behaviors from occurring. Teaching strategies are implemented to support clients with learning alternative behaviors through the usage of Functional communication, Differential reinforcement strategies, and reinforcing systems. Reactive strategies are implemented in the event that behaviors do occur. These strategies address the four functions of behavior (i.e., Attention, Escape/Avoidance, Access to Tangibles, and Sensory). In result, PBS strategies improve adaptive, effective communication to obtain wants and needs, and prosocial behaviors.

Verbal Behavior

Verbal Behavior breaks down language into its basic function, such as repeating, labeling, commenting and responding. This approach encourages people with autism to learn language by connecting words with their purposes.

Types of Verbal Operants:

• Mand

• Echoic

• Tact

• Intraverbal

• Autoclitic
  

Pivotal Response Treatment (PRT)

PRT® is a naturalistic intervention model derived from Applied Behavior Analysis (ABA) that targets pivotal areas of a child's development, such as motivation, responsivity to multiple cues, self-management, and social initiations. These skills are pivotal because they are the foundational behaviors upon which learners with developmental needs can make widespread and generalized improvements in many other areas. By targeting these critical behaviors, PRT® results in widespread, collateral improvements in communication, social, and behavioral domains. 

PRT is targeted via Natural Environment Teaching (NET)

NET utilizes ABA principles to teach in the client’s natural environment. It is used in your child’s every-day-to-day surroundings. These may include church, grocery store, grandparents home, neighbors home, school, etc. The child’s environment is manipulated in order to create optimal opportunities for them to display the skills they have been practicing. It also creates learning opportunities for the child to exhibit appropriate functional communication to request a preferred item or get their needs met. This also includes the child engaging in joint attention across people.  In other words, through Natural Environment Teaching, we put your child’s skills to work at the settings where they will be naturally needed.

PRT® targets each core area of development, and focuses on increasing motivation to engage and learn. PRT® is implemented in the natural environments of the child  (e.g., home, community, and school) and emphasizes parent education to empower family members to become agents of intervention, so that learning can be embedded across daily routines.

During session- we will be implementing the 7 components of PRT:

Shared control

Contingent reinforcement

Child’s attention

Multiple cues

reinforcer attempt

inter-spersal maintenance task

Natural Reinforcers

Parent education

We ensure that parents are able to implement recommended strategies accurately by using:

Competency-based training

Teaching method consisting of parents practicing skills implementation until they achieve an acceptable level of proficiency. The training also determines the performance criteria that establish when and how these behaviors should be performed, and the requirement that each parent meets that criterion before training is considered complete. Parents are provided feedback immediately.

Competency-based training involves the following steps:

• Precise description of the skill

• Brief written description of the skills to be taught

• Modeling the skill

• Video modeling

• Role playing

• Observing the individual performing the skill in training

• Providing immediate feedback

• Repeat