DTT is one of the procedures that behavior analysts use to teach someone. During a teaching trial in DTT, the teacher presents the antecedent(s), waits for – or helps – the student to respond, and then provides an immediate consequence. The teacher repeats these steps many times in fairly rapid succession during a teaching session. One important characteristic of this procedure is that the opportunity for the student to respond depends on the teacher’s presentation of the antecedent(s). Thus, with this procedure, the rate at which a student can respond depends on the rate at which the teacher presents antecedents. Children with autism participating in an intensive ABA training program commonly receive several hours of DTT per day. However, you should know that ABA treatment for autism is not limited to DTT. For example:
PROMPTING TO ENSURE A CORRECT RESPONSE
If a child is unable to respond correctly to antecedents, the teacher might initially provide some assistance to help the child do so. The assistance provided to increase the likelihood that a correct response will occur is referred to as a prompt. Prompts are essentially supplemental SDs. There are different types of prompts, and they can be used individually or in combinations. After a child has learned to respond to prompts, the prompts are gradually faded out. We will describe how to do so in a later chapter.
(@ ABA Blog)