Essential Reading
The below Step by Step Guide to DTT from the National Professional Development Center on Autism Spectrum Disorders may help you in understanding how steps/lessons progress over time.
In this lesson, we examined discrimination training. One approach that is used by some organizations is the Structured Mix Approach. Read this article for an introduction to the method.
Enhancing Listener Discriminations through the Structured Mix Method: An Effective Approach for Skill Acquisition
The structured mix (SM), also known as the simple conditional method or “The Acquisition Process” in some organizations, is a widely recognized and valuable approach in applied behavior analysis (ABA) for developing listener discrimination skills. While there are several variants of the structured mix approach, all employ a systematic step-by-step process to assist individuals in refining their capacity to differentiate auditory stimuli and respond accurately. Despite its effectiveness, it is essential to address criticisms and explore best practices for Registered Behavior Technicians (RBTs) when implementing Discrete Trial Training (DTT).
The Structured Mix Method: Steps for Skill Acquisition:
1. Mass Trials of the First Target without Distractors: This initial step focuses on teaching the learner to select a specific object (e.g., a dinosaur) when given an instruction to do so. Prompts may be used initially to assist the learner in responding correctly.
2. Mass Trials of the First Target with Distractors: Introducing distractors, which are other objects placed on the table alongside the target object. The learner is encouraged to select the correct object (the dinosaur) in the presence of distractors. The learner is not asked to touch the distractor items.
3. Mass Trials of the Second Target: Similar to the first target, this step involves teaching the learner to select a second target object (e.g., a car), typically one that contrasts with the first target.
4. Mass Trials of the Second Target with Distractors: This step introduces distractors alongside the second target object. The learner is encouraged to select the correct object (the car) in the presence of distractors. The learner is not asked to touch the distractor items.
5. Block Rotation: Block rotation aims to have both target objects on the table simultaneously, and the learner is required to select the correct object based on verbal cues. The position of the objects may be manipulated to encourage correct responses. Initially, the teacher will only ask the learner to select one of the items (e.g., the car) from the table. Once the learner meets a set of criteria, they will move on to target the other item (e.g., the dinosaur) until the learner meets the criteria.
6. Random Rotation: In this stage, the order in which the teacher requests objects is randomized, and the position of the objects on the table is also randomized. The learner must correctly identify and select the objects in response to verbal cues.
Please note that different organizations may employ different steps or terms when using the Structured Method. If you are asked to use this method as part of your role, seek support from your supervisor to determine how they want you to implement the approach.
Criticisms of the Structured Mix Method:
Despite its effectiveness, the structured mix method has faced criticism in certain areas. Two primary criticisms are as follows:
Lack of Discrimination in Early Steps: Critics contend that during the initial mass trials without distractors, learners may not fully discriminate the verbal sample stimulus (i.e., the instruction). Reinforcement is often associated with selecting the same object repeatedly rather than attending to the verbal sample stimulus. This may potentially limit the generalization of discriminations to diverse stimuli. It can also be frustrating for some learners when the reinforcement criteria appear to be arbitrarily changed.
Redundant Training Steps: Some perceive the structured mix method as containing unnecessary or redundant training steps, rigorous mastery criteria, and extensive prompting procedures. These aspects could lead to overtraining, potentially hindering efficient and generalizable skill acquisition.
Best Practices for RBTs Teaching Listener Discriminations using DTT:
To address concerns associated with the structured mix method and optimize the acquisition process for listener discriminations, RBTs can consider the following tips:
1. Individualize the Approach: Recognize the uniqueness of each learner and tailor teaching methods to align with their specific needs and goals. Consider factors such as the learner’s preferences, strengths, and challenges when developing the skill acquisition plan.
2. Regularly Assess Progress: Continuously assess learner progress to gauge the effectiveness of the teaching approach. Collect data on correct and incorrect responses, establish mastery criteria, and make informed instructional decisions.
3. Adapt Prompts: While prompts are essential for facilitating learning, systematically fade prompts as the learner gains proficiency in discriminating between stimuli. This encourages independent responding and reduces prompt dependence.
4. Foster Generalization: To ensure that acquired discrimination skills generalize effectively across diverse stimuli, contexts, and individuals, incorporate individualized generalization training within the skill acquisition plan. This may involve introducing new stimuli gradually, practicing discriminations in different settings, and working with various instructors.
Conclusion:
The structured mix method, also known as the simple conditional method, offers a systematic framework for teaching listener discriminations in the realm of ABA. While it has been criticized for being overly prescriptive, including redundant phases and being potentially boring, it can still be a valuable approach when used as a flexible framework that considers individual learner needs and preferences. By applying best practices, RBTs can positively contribute to learners’ skill acquisition journeys, equipping them with essential communication tools to navigate their environment with confidence.
Optional Reading
We’ve talked a little about how to implement DTT and where potential targets might come from. However, we have not talked about what to do when learners are not making progress. While this goes beyond the scope of the current course, you may find the below article useful in understanding how we solve problems when learners are not progressing.
Optional Videos
In this video from Michelle Hogan, we see an example of using DTT to target receptive letter identification.
In the following video from Capitol Autism Services, we see an example of using DTT to teach tacting words.
In the following video from the Eleutheria Center, we see an example of somebody teaching an intraverbal response using DTT.
The following video from ABA Presentations involves a roleplay of listener discrimination training using a version of the Structured Mix approach:
The below video from Hacking ABA provides an overview of DTT and the Progressive Approach to DTT with regard to using discrimination training for teaching receptive language.
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