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Related Concept Videos

Trial and Error and Algorithm01:12

Trial and Error and Algorithm

A problem-solving strategy is a plan of action used to find a solution. Different strategies have distinct action plans. Trial and error involves trying different solutions until one works. For instance, to fix a broken printer, you might check ink levels, ensure the paper tray isn't jammed, and verify the printer's connection to your laptop. This method can be time-consuming but is commonly used. Thomas Edison, for example, used trial and error to find a suitable filament for the light bulb,...

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Related Experiment Video

Updated: May 10, 2026

Errors as a Means of Reducing Impulsive Food Choice
07:07

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Published on: June 5, 2016

Training novice instructors to implement errorless discrete-trial teaching: a sequential analysis.

Jamie M Severtson1, James E Carr

  • 1Trumpet Behavioral Health.

Behavior Analysis in Practice
|June 5, 2013
PubMed
Summary
This summary is machine-generated.

This study evaluated training methods for discrete trial teaching (DTT) for autism intervention. A sequential approach using manuals, videos, and feedback proved effective for teaching errorless DTT procedures to new staff.

Keywords:
autismdiscrete-trial teachingerrorless learningstaff training

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Area of Science:

  • Behavioral Science
  • Developmental Psychology
  • Special Education

Background:

  • Discrete Trial Teaching (DTT) is a core component of intensive behavioral intervention for children with autism spectrum disorder (ASD).
  • Errorless learning strategies within DTT are known to enhance instructional efficiency and effectiveness.
  • Effective training for instructors implementing DTT with errorless strategies is crucial for consistent service delivery.

Purpose of the Study:

  • To sequentially analyze the efficacy of three distinct training methods for teaching errorless DTT procedures to novice instructors.
  • To compare the effectiveness of a self-instruction manual, an instructional video, and performance feedback in training DTT skills.
  • To provide guidelines for implementing errorless prompt fading strategies during DTT.

Main Methods:

  • A sequential analysis design was employed to evaluate training efficacy.
  • Three training interventions were systematically introduced: self-instruction manual, instructional video, and brief performance feedback.
  • Novice instructors were trained on errorless Discrete Trial Teaching (DTT) procedures.

Main Results:

  • Three participants achieved mastery of DTT procedures after utilizing only the self-instruction manual.
  • The remaining three participants required all three interventions (manual, video, feedback) to reach mastery.
  • The study demonstrated a sequential training approach for DTT skills.

Conclusions:

  • A sequential training strategy, starting with a self-instruction manual and progressing to video and feedback as needed, is an efficient method for training novice instructors in DTT.
  • The findings support the use of an improved self-instruction manual and provide clear guidelines for implementing errorless prompt fading.
  • This research contributes to effective staff training practices in autism intervention programs.