Toward Efficiency and Effectiveness: Comparing Equivalence-based Instruction to Progressive Discrete Trial Teaching

Area of Science:

• Behavior analysis
• Special education
• Developmental psychology

Background:

• Equivalence-based instruction (EBI) is an effective teaching method.
• EBI has been found effective for individuals with autism spectrum disorder (ASD).
• Comparisons between EBI and other behavior analytic approaches are limited.

Purpose of the Study:

• To compare the efficacy and efficiency of EBI and progressive discrete trial teaching (DTT).
• To evaluate participant preference for EBI versus progressive DTT.
• To extend previous findings on EBI to a direct comparison with a similar behavior analytic approach.

Main Methods:

• Two experiments were conducted: one with typically developing adults and one with children diagnosed with ASD.
• An adapted alternating treatments design was used to compare EBI and progressive DTT.
• Outcomes measured included mastery of trained relations, emergence of untrained relations (for EBI), and participant preference.

Main Results:

• Both EBI and progressive DTT were effective teaching methods in both experiments.
• Progressive DTT was more efficient for six participants, while EBI was more efficient for two participants.
• Participants generally preferred progressive DTT over EBI.

Conclusions:

• Both EBI and progressive DTT are viable teaching methods for individuals with ASD.
• Progressive DTT may offer advantages in efficiency and preference for some learners.
• Further research can explore the nuances of these teaching methods for diverse learners.