Efficacy of Discrete Trial Training in Developing Social Communicaton Skills Among Children with Autism Spectrum Disorder

Abstract

Social impairment is an absence of involvement in relations with others (Bishop, 2003) and is primarily associated with developmental disorders (Tager-Flusberg, 2010). It is so problematic, that children with autism spectrum disorder (ASD) often require intensive behavioral interventions to develop social communication skills. In this context, children with ASD have to spend a significant amount of time interacting with their parents, teachers and peers in a systematic instructional format, often intensive and one on one situation. However, the development of social communication skills within a structured training program for the ASD segment of population is lacking in the Pakistani society. Therefore, the main purpose of this study was to investigate the efficacy of discrete trial training (DTT) in developing social communication skills among children with ASD. For this, the researcher employed singlesubject A-B-A research design with two follow up periods. These phases were conducted by using discrete trial training data sheets developed by the researcher and validated by five experts. In order to do this research, five children, ages 6 to 16 years, from Toba Tek Singh district were clinically assessed and manipulated in a systematic way. There were total 3 DTT sessions with maximum 30 numbers of trials. Each experimental session was of 24 minutes while each discrete trial was taken 30 seconds to accomplish. Later, the obtained data spreading over two months of the training program was analyzed, using statistical procedures such as descriptive analysis and visual analysis of level, trend, and variability of the data. In addition to visual analysis of the data, Tau–U, a nonparametric, single-case effect size, was calculated to determine the magnitude of the intervention effect. The strong treatment effect (0.93 and above), as suggested by Parker and Vannest (2009), contribute to pave the way for the special education teachers, philanthropists and less experienced parents, paraprofessionals, instructors and aides to 8 EFFICACY OF DISCRETE TRIAL TRAINING PROGRAM implement DTT as a valid option to develop social communication skills among children with ASD. Findings of the study were then derived from the above mentioned triad analysis. Participant A achieved three task objectives. Participant B achieved four task objectives. Participant C achieved three task objectives. Participant D achieved four task objectives. Participant E achieved four task objectives. In this way, total eighteen task objectives were achieved. Moreover, no training session was terminated for participant A. No training session was terminated for participant B. One training sessions was terminated for participant C. No training session was terminated for participant D. One training session was terminated for participant E. Above closure of findings finally led the researcher to conclude that: a) administering treatment inside the autism friendly training room under error correction/immediate corrective feedback technique (temporarily designed context) reserves efficacy for participant A and participant C more than administering other treatments across other contexts; b) administering treatment inside the classroom context under progressive intertrial interval technique in addition to error correction/immediate corrective feedback technique reserves efficacy for participant B and participant D more than administering other treatments across other contexts; and c) administering treatment inside the psychologist room under progressive inter-trial interval technique along with priming sessions technique in addition to error correction/immediate corrective feedback technique reserves efficacy for participant E more than administering other treatments across other contexts. Consequent upon that the researcher made recommendations and discussed future research at the end.