Discrete Trial Training and Autism Ranking:

Studies and Trials

This section provides details of scientific studies into the effectiveness of this intervention for people with autism which have been published in English-language, peer-reviewed journals.

If you know of any other publications we should list on this page please email info@informationautism.org

Please note that we are unable to supply publications unless we are listed as the publisher. However, if you are a UK resident you may be able to obtain them from your local public library, your college library or direct from the publisher.

Related Studies and Trials

• Adcock J., Cuvo A. J. (2009) Enhancing learning for children with autism spectrum disorders in regular education by instructional modifications. Research in Autism Spectrum Disorders. Read Abstract (New Window)
  
  
• Bernard-Opitz V., Ing S., Kong T. Y. (2004) Comparison of behavioural and natural play interventions for young children with autism. Autism. 8(3), Read Abstract (New Window)
  
  
• Boyd B. A., Woodard C. R., Bodfish J. W. (2011) Modified exposure and response prevention to treat the repetitive behaviors of a child with autism: a case report. Case Reports in Psychiatry. Read Abstract (New Window) Read Full (New Window)
  
  
• Collier D., Reid G. (1987) A comparison of two models designed to teach autistic children a motor task. Adapted Physical Activity Quarterly. 4 Read Abstract (New Window)
  
  
• Crockett J. L. et al. (2007) Parent training: acquisition and generalization of discrete trials teaching skills with parents of children with autism. Research in Developmental Disabilities. 28(1), Read Abstract (New Window)
  
  
• Cummings A., Williams W. L. (2000) Visual identity matching and vocal imitation training with children with autism: A surprising finding. Journal on Developmental Disabilities. 7(2),
  
  
• Devlin S. D., Harber M. M. (2004) Collaboration among parents and professionals with discrete trial training in the treatment for autism. Education and Training in Developmental Disabilities. 39(4), Read Abstract (New Window)
  
  
• Dib N., Sturmey P. (2007) Reducing student stereotypy by improving teachers' implementation of discrete-trial teaching. Journal of Applied Behavior Analysis. 40(2), Read Abstract (New Window)
  
  
• Elliott R. O., Hall K., Soper H. V. (1991) Analog language teaching versus natural language teaching: generalization and retention of language learning for adults with autism and mental retardation. Journal of Autism and Developmental Disorders. 21(4), Read Abstract (New Window)
  
  
• Elliott C., Dillenburger K. (2016) The effect of choice on motivation for young children on the autism spectrum during discrete trial teaching. Journal of Research in Special Educational Needs. 16(3), Read Abstract (New Window)
  
  
• Fisher W. W. et al. (2014) Increasing the saliency of behavior-consequence relations for children with autism who exhibit persistent errors. Journal of Applied Behavior Analysis. 47(4), Read Abstract (New Window)
  
  
• Grindle C. F., Remington B. (2002) Discrete-trial training for autistic children when reward is delayed: a comparison of conditioned cue value and response marking. Journal of Applied Behavior Analysis. 35(2), Read Abstract (New Window) Read Full (New Window)
  
  
• Grindle C. F., Remington B. (2005) Teaching children with autism when reward is delayed: the effects of two kinds of marking stimuli. Journal of Autism and Developmental Disorders. 35(6), Read Abstract (New Window)
  
  
• Hilton J., Seal B. (2007) Brief report: Comparative ABA and DIR trials in twin brothers with autism. Journal of Autism and Developmental Disorders. 37(6), Read Abstract (New Window)
  
  
• Holding E., Bray M. A., Kehle T. J. (2011) Does speed matter? A comparison of the effectiveness of fluency and discrete trial training for teaching noun labels to children with autism. Psychology in the Schools. 48(2), Read Abstract (New Window)
  
  
• Hung D. et al. (1983) Cost and effectiveness of an educational program for autistic children using a systems approach. Education and Treatment of Children. 6(1), Read Abstract (New Window)
  
  
• Jennett H. K., Harris S. L., Delmolino L. (2008) Discrete trial instruction vs. mand training for teaching children with autism to make requests. Analysis of Verbal Behavior. 24 Read Abstract (New Window) Read Full (New Window)
  
  
• Jones E. A., Carr E. G., Feeley K. M. (2006) Multiple effects of joint attention intervention for children with autism. Behavior Modification. 30(6), Read Abstract (New Window)
  
  
• Jones E. A., Takacs J., Feeley K. M. (2007) Teaching spontaneous responses to young children with autism. Journal of Applied Behavior Analysis. 40(3), Read Abstract (New Window) Read Full (New Window)
  
  
• Jones E. A., Feeley K. M. (2010) Parent implemented joint attention intervention for preschoolers with autism. Journal of Speech-Language Pathology and Applied Behavior Analysis. Read Abstract (New Window)
  
  
• Kayser J., Billingsley F., Neel R. (1986) A comparison of in-context and traditional instructional approaches: Total task, single trial versus backward chaining, multiple trials. Journal of the Association for Persons with Severe Handicaps. 11 Read Abstract (New Window)
  
  
• Koegel R. L., O'Dell M. C., Koegel L. K. (1987) A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders. 17(2), Read Abstract (New Window)
  
  
• Koegel R. L., Koegel L. K., Surratt A. (1992) Language intervention and disruptive behavior in preschool children with autism. Journal of Autism and Developmental Disorders. 2(2), Read Abstract (New Window)
  
  
• Koegel R. L. (1996) Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders. 26(3), Read Abstract (New Window)
  
  
• Koegel R. L. et al. (1998) Increasing speech intelligibility in children with autism. Journal of Autism and Developmental Disorders. 28(3), Read Abstract (New Window)
  
  
• Koegel R. L., O'Dell M. C., Dunlap G. (1988) Producing speech use in nonverbal autistic children by reinforcing attempts. Journal of Autism and Developmental Disorders. 18(4), Read Abstract (New Window)
  
  
• Koegel R. L., Williams J. A. (1980) Direct versus indirect response-reinforcer relationships in teaching autistic children. Journal of Abnormal Child Psychology. 8(4), Read Abstract (New Window)
  
  
• Leaf J. B. et al. (2013) A comparison of discrete trial teaching implemented in a one-to-one instructional format and in a group instructional format. Behavioral Interventions. 28(1), Read Abstract (New Window)
  
  
• Lerman D. C. et al. (2015) Adults with autism spectrum disorder as behavior technicians for young children with autism: Outcomes of a behavior skills training program. Journal of Applied Behavior Analysis. 48(2), Read Abstract (New Window)
  
  
• McGee G. G., Krantz P. J., McClannahan L. E. (1985) The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis. 18(1), Read Abstract (New Window) Read Full (New Window)
  
  
• Miguel C. F. et al. (2009) Establishing derived textual control in activity schedules with children with autism. Journal of Applied Behavior Analysis. 42(3), Read Abstract (New Window) Read Full (New Window)
  
  
• Miranda-Linné F., Melin L. (1992) Acquisition, generalization, and spontaneous use of color adjectives: a comparison of incidental teaching and traditional discrete-trial procedures for children with autism. Research in Developmental Disabilities. 13(3), Read Abstract (New Window)
  
  
• Mohammadzaheri F. et al. (2014) A randomized clinical trial comparison between pivotal response treatment (PRT) and structured applied behavior analysis (ABA) intervention for children with autism. Journal of Autism and Developmental Disorders. 44(11), Read Abstract (New Window)
  
  
• Neef N. A., Walters J., Egel A. L. (1984) Establishing generative yes-no responses in developmentally disabled children. Journal of Applied Behavior Analysis. 17(4), Read Abstract (New Window) Read Extract (New Window)
  
  
• Nelson D., Gergenti E., Hollander A. (1980) Extra prompts versus no extra prompts in self-care training of autistic children and adolescents. Journal of Autism and Developmental Disorders. 10(3), Read Abstract (New Window)
  
  
• Newman B. et al. (2002) The effect of providing choices on skill acquisition and competing behavior of children with autism during discrete trial instruction. Clinical Psychology. 17(1), Read Abstract (New Window)
  
  
• Paul R. et al. (2013) Comparing spoken language treatments for minimally verbal preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders. 43(2), Read Abstract (New Window)
  
  
• Peters-Scheffer N. et al. (2010) Low intensity behavioral treatment supplementing preschool services for young children with autism spectrum disorders and severe to mild intellectual disability. Research in Developmental Disabilities. 31(6), Read Abstract (New Window)
  
  
• Radley K. C. et al. (2015) Peer-mediated discrete trial training within a school setting. Research in Autism Spectrum Disorders. 9
  
  
• Roxburgh C. A., Carbone V. J. (2013) The effect of varying teacher presentation rates on responding during discrete trial training for two children with autism. Behavior Modification. 37(3), Read Abstract (New Window)
  
  
• Schreibman L., Kaneko W., Koegel R. L. (1991) Positive affect of parents of autistic children: a comparison across two teaching techniques. Association of Advancement of Behavior Therapy. 22(4), Read Abstract (New Window)
  
  
• Sherman J. et al. (1988) Treatment of autistic children: relative effectiveness of residential, out-patient and home-based interventions. Child Psychiatry and Human Development. 19(2), Read Abstract (New Window)
  
  
• Shillingsburg A. M. et al. (2009) Evaluation and training of yes-no responding across verbal operants. Journal of Applied Behavior Analysis. 42(2), Read Abstract (New Window) Read Full (New Window)
  
  
• Sigafoos J., Saggers E. (1995) Discrete-trial approach to the functional analysis of aggressive behaviour in two boys with autism. Australia and New Zealand Journal of Developmental Disabilities. 20(4), Read Abstract (New Window)
  
  
• Sigafoos J. et al. (2006) Effects of embedded instruction versus discrete-trial training on self-injury, correct responding, and mood in a child with autism. Journal of Intellectual and Developmental Disability. 31(4), Read Abstract (New Window)
  
  
• Taubman M. et al. (2001) The effectiveness of a group discrete trial instructional approach for preschoolers with developmental disabilities. Research in Developmental Disabilities. 22(3), Read Abstract (New Window)
  
  
• Tsiouri I., Simmons E. S., Paul R. (2012) Enhancing the application and evaluation of a discrete trial intervention package for eliciting first words in preverbal preschoolers with asd. Journal of Autism and Developmental Disorders. 42(7), Read Abstract (New Window)
  
  
• Williams J. A., Koegel R. L., Egel A. L. (1981) Response-reinforcer relationships and improved learning in autistic children. Journal of Applied Behavior Analysis. 14(1), Read Abstract (New Window) Read Full (New Window)
  
  
• Woods T. S. (1987) Programming common antecedents: A practical strategy for enhancing the generality of learning. Behavioral Psychotherapy. 15(2), Read Abstract (New Window)
  
  
• Zifferblatt S. et al. (1977) Establishing generalization effects among autistic children. Journal of Autism and Child Schizophrenia. 7(4), Read Abstract (New Window)
  
  

Updated

17 Jun 2022

Last Review

30 Mar 2016

Next Review

01 Nov 2022