One skill, broken into pieces small enough to win.
Discrete trial training is the method people picture when they picture ABA. It is a real tool with real strengths and real failure modes — and it is one method among several, not the whole of therapy.
What one trial is
A trial takes a few seconds and has four parts. Then a short pause, and the next one begins.
1
The cue
A short, clear instruction or presentation — “Touch red,” or two cards placed on the table. Short on purpose: extra words are extra work.
2
The prompt
Help, given immediately if needed, so the child succeeds rather than guesses. Prompts are faded deliberately across trials until they're gone.
3
The response
What the child does. Correct, incorrect, or no response — all three are information, and all three get recorded.
4
The consequence
Reinforcement for a correct response — something the child actually values, which is why preference assessments matter — or a brief, matter-of-fact correction.
DTT and natural environment teaching
The other main method teaches inside play and daily routines, following the child’s lead. Most good programs use both, and the interesting question isn’t which is better — it’s which one a particular skill needs today.
DTT is better at
- · Building a brand-new skill from nothing
- · Lots of practice in a short window
- · Skills that need precision, like discriminating between similar things
- · Clean data, because the conditions are controlled
Natural environment teaching is better at
- · Skills actually showing up in real life
- · Motivation, because the child chose the activity
- · Communication that has an immediate real payoff
- · Staying pleasant, which matters more than people admit
A common pattern: teach it at the table until it’s solid, then move it into play, snack, and the rest of the day on purpose. The moving part is not optional — a skill that only exists at a table isn’t a skill yet.
What to watch for as a parent
- Is your child willing? Reluctance that gets steamrolled is the warning sign that matters most.
- Are prompts fading, or has your child learned to wait for help?
- Is anyone moving these skills off the table and into the day?
- Are the reinforcers things your child actually likes, checked regularly, or the same sticker from six months ago?
- Does the program stop things that aren't working, and can your BCBA show you the data that decided it?
- Does your child get to say no anywhere in this, and does the plan respond when they do?
You are allowed to ask all of these, of us or anyone else, and to keep asking until the answers are specific. More on how to judge a program.