Comparing massed‐trial instruction, distributed‐trial instruction, and task interspersal to teach tacts to children with autism spectrum disorders

Abstract

Although massed-trial instruction, distributed-trial instruction, and task interspersal have been shown to be effective methods of teaching skills to children with autism spectrum disorders, they have not been directly compared. In the current study, we taught 6 children to tact shapes of countries using these methods to determine which would result in the quickest acquisition. Five of the 6 participants acquired the targets in the massed-trial condition before the other 2 conditions.

Comparing the effects of massed and distributed practice on skill acquisition for children with autism

“…Majdalany et al () found that massed instruction (i.e., shorter intertrial intervals) was more efficient than distributed instruction for children with autism. Our study differed from Majdalany et al because we examined the distribution of practice sessions across days while keeping the duration of intertrial intervals consistent.…”

“…In contrast, Majdalany, Wilder, Greif, Mathisen, and Saini (2014) found that massed instruction with short periods between trials was more efficient than longer periods between trials within a session (i.e., distributed practice) for five of six children with autism. Nevertheless, these studies described massed and distributed practice as the intertrial interval between successive practice opportunities (e.g., trials conducted every 1 to 2 s vs. every 10 s; Majdalany et al, ), and not as the distribution of practice sessions across days of the week.…”

Discrete Trial Training

“…For this reason, it is commonly recommended to deliver instructional trials at a rapid pace during DTT. Research fi ndings have shown that acquisition is enhanced with short (e.g., 2-s to 3-s) versus long (e.g., 10-s to 20-s) it is (e.g., Koegel, Dunlap, & Dyer, 1980 ;Majdalany et al, 2014 ). Some research, however, also suggests advantages to presenting additional instructional stimuli during ITIs (e.g., Loughrey, Betz, Majdalany, & Nicholson, 2014 ;Reichow & Wolery, 2011 ;Vladescu & Kodak, 2013 ).…”

“…Authors have speculated that task interspersal procedures improve performance by functioning as a motivational operation (MO) . However, studies in which unknown targets were alternated with known targets have produced inconsistent fi ndings (see Benavides & Poulson, 2009 ;Charlop, Kurtz, & Milstein, 1992 ;Dunlap, 1984 ;Majdalany et al, 2014 ;Volkert et al, 2008 ). As such, the conditions under which task interspersal procedures are benefi cial have not yet been delineated and warrant further study.…”

“…A number of studies have examined different ways to arrange instructional trials within teaching sessions (Chiara, Schuster, Bell, & Wolery, 1995 ;Dunlap, 1984 ;Majdalany, Wilder, Greif, Mathisen, & Saini, 2014 ;Volkert, Lerman, Trosclair, Addison, & Kodak, 2008 ). Research fi ndings suggest that learners may acquire skills more quickly when the therapist presents S D s for several different targets (e.g., "stand up," "Point to green," "What animal goes 'moo'?")…”