By Vince LaMarca, M.A., BCBA, Editor
Lovaas Institute - Indianapolis

Discrete trial teaching is sometimes regarded as helpful only with one-to-one instruction. However, the principles and procedures associated with discrete trials can be applied in a group setting as well. Incorporating these principles and procedures can increase a child’s success in small group work.

1) Make directions and questions consistent and clear.

a. Example 1: After a teacher talks for a minute about fractions, she always states the students name before asking a question. The name can serve as a “get ready” cue in case the child is not been paying attention.
b. Example 2: After a teacher talks for a minute about fractions, she always says, “now solve the problem” to indicate to the students they should start to work on the next problem on their paper. Using the same words helps a child discriminate when a specific behavior (i.e., writing on their paper) is required.

2) Balance how much information is given before requiring a response from a child or children.

a. Example 1: A teacher should NOT lecture for 10 minutes and then require students to complete a worksheet. The teacher can’t be certain how much of the information the students are taking in.
b. Example 2: A teacher should lecture for a minute and then ask the group or one child a question about what was just said.

3) Consider including a reinforcing consequence for a child’s response.

a. Example 1: The teacher keeps track of points on the board correct answers. The “winner” gets a sticker.
b. Example 2: The teacher keeps a token board for the group. When students answer questions correctly, the group earns a token. When all the tokens are earned, the activity is completed.

4) Repeat instructions or work in order to reach mastery.

a. Example 1: If students are not answering questions correctly during a 5-minute time period, repeat the same 5-minute lecture and ask similar questions until students are able to answer the questions correctly.

For an example of group work that follows these basic guidelines, check out the SRA program Language for Learning at https://www.sraonline.com/download/LanguageforLearning2008/SampleLessons/L4L_Lesson1.pdf

Note the research supporting this kind of group instruction that is available on their website www.sraonline.com.

I am interested if others have suggestions – from a behavioral approach – of what is important to successful group instruction.