Question 4:
Why is it important to discuss behavioral terminology?

My Answer:
Ambiguity and misunderstanding of ABA terminology has resulted in some surprising statements. The current mixture of procedural names and branding names used in ABA make for some interesting facts. For example, consider the following statements, all of which are true!

• It's possible to follow a no-no-prompt procedure while implementing errorless learning.
• The only difference between Natural Environment Teaching and the Natural Language Paradigm is the name.
• Natural Environment Teaching includes discrete trial teaching.
• Natural Environment Teaching does not include Discrete Trial Teaching.
• It's possible for a child to demonstrate fluency in a skill without being fluent in a skill.

Question 5:
We have already identified two procedures that encapsulate the vast majority of teaching that occurs in behavioral treatment for young children with autism (discrete trial teaching and mand training). Are there variations to these procedures?

There are two kinds of variations to the above procedures: 1) variations that relate to every trial and 2) variations that relate to a series of trials.

Variations that relate to every trial are variations that every particular discrete trial or every particular mand training opportunity include.

Here are some examples of variations to every trial for discrete trial teaching:

1. the discriminative stimulus - the wording in the S^D can remain constant (e.g., "touch ball, touch hat, touch bear") or can vary (e.g., "touch ball, where's the hat, find the bear").
2. the prompt - different kinds of prompts can be used (physical, model, verbal, etc.)
3. the response – a child may be required to respond within 3-5 seconds or given more or less time
4. the consequence – a child may be told "no" if he responds incorrectly or no verbal feedback may be given
5. the inter-trial interval - the interval may be lengthened or shortened

Here are some examples of variations to every opportunity for mand training:

1. establishing operations – the instructor may place objects on a high shelf or may play with a toy in a fun way to see if the child will approach
2. the prompt – the instructor may prompt by asking "What do you want?" or by telling the child what to say "I want..."
3. the behavior – the instructor may or may not accept approximations of the behavior
4. the consequence – reinforcers may be given for longer or shorter periods of time

Variations that relate to a series of trials means that the variation focuses on what occurs during the previous trial to determine what occurs on the next trial.

My Answer:
Here are some examples of variations of a series of trials for discrete trial teaching:

1. the discriminative stimulus
   1. Repeat the same S^D for at least 3 trials (i.e., mass trials)
   2. After the target S^D, deliver a specific number of other acquired S^D's and then return to the target S^D (i.e., expansion trials)
2. the prompt
   1. Deliver the highest level of prompting necessary for a correct response and gradually fade the prompt after the child responds correctly at least twice with the current prompt (i.e., most-to-least prompting)
   2. Increase or decrease how quickly the prompt is given based on the child's response to the previous S^D (i.e., time delay prompt)
   3. If a child does not respond correctly, do not allow more than one more independent attempt before prompting (i.e., no-no-prompt)
3. the response
   1. Reinforce successive approximations of the response (i.e., shaping)
   2. Gradually combine a sequence of simple behaviors (i.e., chaining)
4. the consequence
   1. If a child responds incorrectly, practice that S^D until the child responds correctly (i.e., an error correction procedure sometimes called "practice")
5. the inter-trial interval
   1. sorry, no examples I can think of

Here are some examples of variations for mand training:

1. establishing operations
   1. Creating a specific series to follow to entice initiations (i.e., first place an object on a high shelf, if a child does not request for it, take the object and begin to play with it enthusiastically, if the child still does not request for it, show the object to the child from a distance of three feet, if the child still does not request for it, find a new object).
2. the prompt
   1. same examples as in discrete trial teaching
3. the behavior
   1. same examples as in discrete trial teaching
4. the consequence
   1. sorry, it's late and I can't think of any examples here

Can you think of other variation examples that relate to a series of trials?
Can you think of other variation examples that relate to every particular trial?
Does this distinction make sense?

Any thoughts and comments?