Blending Discrete Trial Training (DTT) and Naturalistic Teaching in ABA Therapy 

When working with clients in Applied Behavior Analysis (ABA), the debate between using Discrete Trial Training (DTT) or Naturalistic Teaching Strategies (NATS) often arises. While both approaches have unique benefits, combining these strategies can create a comprehensive and individualized treatment plan that maximizes learning and generalization. This article explores how to integrate DTT and naturalistic approaches effectively to achieve optimal outcomes for your learners. 

What Is DTT? 

DTT is a structured, systematic teaching method based on the principles of behavior analysis. It involves breaking down skills into small, teachable units and delivering instruction in a controlled environment. Each trial consists of an antecedent (discriminative stimulus, or SD), a response, and a consequence (typically reinforcement or error correction). 

Benefits of DTT 

• Highly effective for teaching foundational skills (e.g., matching, labeling, imitation). 

• Data-driven, allowing precise measurement of progress. 

• Controlled environment minimizes distractions and supports acquisition. 

Limitations of DTT 

• Skills learned in a structured setting may not generalize to the natural environment. 

• Repetitive drills can lead to reduced motivation or learner fatigue if not balanced. 

What Is Naturalistic Teaching? 

Naturalistic approaches, such as Pivotal Response Training (PRT), Incidental Teaching, or Natural Environment Teaching (NET), embed learning opportunities into everyday activities. They emphasize teaching in the context of the learner’s interests and natural environment. 

Benefits of Naturalistic Teaching 

• Promotes generalization of skills to real-life contexts. 

• Leverages intrinsic motivation by following the learner’s interests. 

• Increases opportunities for spontaneous communication and social interaction. 

Limitations of Naturalistic Teaching 

• Less structured, which can make data collection and skill tracking more challenging. 

• May not be ideal for learners who need intensive, repetitive practice to acquire certain skills. 

Why Combine DTT and Naturalistic Teaching? 

Integrating DTT and naturalistic strategies allows practitioners to capitalize on the strengths of both methods while mitigating their limitations. DTT can be used to establish foundational skills in a structured setting, while naturalistic teaching promotes the generalization of these skills in real-world environments. 

This combined approach is especially beneficial for learners with autism, who often need explicit teaching paired with opportunities to practice skills across environments. 

Framework for Integrating DTT and Naturalistic Teaching 

1. Conduct a Comprehensive Assessment 

Before implementing any teaching strategy, assess the learner’s skills using tools like the VB-MAPP, ABLLS-R, or ESDM. Identify: 

• Foundational skills that need explicit teaching. 

• Skills that the learner can acquire through natural interactions. 

• The learner’s motivators and interests. 

2. Define Clear Goals 

Develop Individualized Education Program (IEP) goals or treatment goals that specify when DTT or naturalistic teaching will be used. For example: 

• DTT Goal: The learner will tact 10 items in a structured setting with 90% accuracy over three sessions. 

• Naturalistic Goal: The learner will mand for at least five items during free play using full sentences across three consecutive sessions. 

3. Identify the Skills to Teach Using Each Approach 

DTT: 

• Teach discrete, foundational skills (e.g., tacting, matching, or imitation). 

• Focus on skills that require repetition and immediate reinforcement. 

Naturalistic Teaching: 

• Generalize mastered skills to novel environments. 

• Teach functional communication, social skills, and play skills in the context of the learner’s interests. 

4. Combine DTT and Naturalistic Teaching in Sessions 

• Start with DTT: Begin with structured teaching of new skills. For example, during tabletop work, teach the learner to label animals using flashcards. 

• Transition to Naturalistic Teaching: Move to a natural environment to reinforce and generalize these skills. For instance, while playing with animal figurines, prompt the learner to label or tact the animals during play. 

5. Use Reinforcers Strategically 

• In DTT, use contrived reinforcers that are immediately available and easy to deliver (e.g., tokens, edibles). 

• In naturalistic teaching, use natural reinforcers (e.g., the learner gets access to a desired toy after manding for it). 

6. Embed Skills Into Daily Routines 

Integrate skills learned in DTT into natural contexts: 

• After teaching color recognition in a structured setting, have the learner identify colors while sorting laundry or picking crayons during art time. 

• Practice turn-taking in a game during a NET session after teaching it in a controlled DTT setting. 

7. Collect and Analyze Data 

Data collection can differ between the two approaches: 

• In DTT, collect trial-by-trial data to monitor acquisition. 

• In naturalistic teaching, use anecdotal records, ABC data, or video recordings to measure generalization and spontaneous use of skills. 

Tips for Success 

• Balance structure and flexibility: While DTT provides structure, naturalistic teaching allows for spontaneous learning opportunities. Avoid being rigid in implementing one approach over the other. 

• Involve caregivers: Teach caregivers to reinforce learned skills at home, promoting generalization. 

• Use high-interest activities: For naturalistic teaching, follow the learner’s lead to increase engagement and motivation. 

• Foster generalization: Use multiple exemplars, vary teaching settings, and involve different people to support generalization. 

Case Study: Combining DTT and Naturalistic Teaching 

Learner Profile: A 4-year-old learner with ASD who demonstrates minimal tacting and limited social play skills. 

DTT Plan: 

• Teach the learner to tact colors using flashcards. 

• Reinforce correct responses with a token economy. 

Naturalistic Plan: 

• Transition to play with colored blocks. Prompt the learner to label the colors while building towers. 

• Gradually fade prompts, encouraging spontaneous tacting. 

Outcome: The learner successfully generalized tacting colors from the structured DTT session to natural play contexts. 

Conclusion 

Combining DTT and naturalistic teaching strategies provides the best of both worlds, allowing practitioners to teach new skills explicitly while promoting generalization and functional use of these skills in everyday contexts. This dynamic approach fosters long-term success and meaningful learning outcomes for clients in ABA therapy. 

References 

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson. 

Sundberg, M. L. (2008). VB-MAPP: Verbal Behavior Milestones Assessment and Placement Program. AVB Press. 

Schreibman, L., & Koegel, R. L. (2005). Pivotal response training. In J. W. Jacobson, R. M. Foxx, & J. A. Mulick (Eds.), Controversial therapies for developmental disabilities (pp. 263–284). Lawrence Erlbaum Associates. 

Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86–92. 

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367.