Effects of training and feedback on Discrete Trial Teaching skills and student performance.
A quick feedback sheet plus a two-minute chat after each session will push new staff past 90 % DTT accuracy and keep them there.
01Research in Context
What this study did
Downs et al. (2008) worked with three college students who taught preschoolers with developmental delays.
Each student got a short DTT lesson first. Then they ran trials while the researchers watched.
After every session the students got quick spoken tips plus a one-page score sheet showing what they did right and wrong.
What they found
Before feedback the students hit only 63-80 % of the DTT steps.
After feedback their scores jumped to 97-100 % and stayed there.
The preschoolers also learned faster once the steps were done right.
How this fits with other research
Wheatley et al. (1978) did the same thing with foster grandparents way back in 1978. They also used short lessons plus feedback and saw the same jump in correct teaching moves.
Harper et al. (2023) and Laske et al. (2022) later showed the same package works for nurses learning meeting skills and adults learning public speaking.
Zhu et al. (2020) and Magnacca et al. (2022) moved the feedback online. They coached BCBA trainees and ACT facilitators over Zoom and still hit high fidelity. The method keeps working even when you cannot be in the room.
Why it matters
You do not need long workshops. A ten-minute feedback chat plus a simple score sheet can push any staff member above 90 % DTT accuracy. Try it with your newest RBT next week.
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Join Free →Print a one-page DTT checklist. Watch one new staff member for ten minutes. Hand them the sheet and say two things they did well and one thing to fix next time.
02At a glance
03Original abstract
This study examined the effects of training and feedback on instructor performance of Discrete Trial Teaching (DTT) and support skills. This included an examination of the generalization and maintenance of instructor skills, and the impact of instructor skills on student performance. Six undergraduate research assistants received an 8-h training in DTT and taught a variety of skills and behaviors to four preschool students who had developmental disabilities. A multiple-baseline design was used to assess instructor performance following training alone, during implementation of oral and written performance feedback, and at 2, 4, 6, and 10 weeks follow-up. Instructors demonstrated correct use of DTT and related skills at a rate of 63-80% following training. When performance feedback was provided, all instructors attained proficiency ratings of 90% by the second session and 97-100% by the fourth session. High levels of instructor proficiency were maintained at follow-up and generalized across students and learning tasks. Student learning and instructional efficiency were superior in the feedback and follow-up conditions compared to baseline. The results highlight the need for training programs that allow school personnel to correctly use DTT to effectively facilitate learning and development in students who have developmental disabilities.
Research in developmental disabilities, 2008 · doi:10.1016/j.ridd.2007.05.001