A large scale analysis of the impact of trial type and instructional errors on acquisition during discrete trial training

Discrete trial training is one evidence-based instructional procedure within Applied Behavior Analysis. Two important considerations when using this procedure are trial presentation type and treatment integrity. Research has demonstrated both these considerations affect skill acquisition for children with developmental disabilities but has not rigorously examined their independent and interactive impact on learning in larger samples. The present study is a translational approach to better understand learning during discrete trial training. Specifically, we compared trial presentation type (varied instruction versus task interspersal) on skill acquisition during high- and low-treatment integrity conditions in 166 college students. Findings demonstrated task interspersal resulted in better acquisition and maintenance than varied instruction and that low treatment integrity significantly impaired learning. No interaction between trial presentation type and treatment integrity emerged. Discussion of learning processes and implications for instruction is included in light of present findings.