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.

离散试用训练是“应用行为分析”中一种基于证据的指导程序。使用此程序时，两个重要的考虑因素是试验呈示类型和治疗完整性。研究表明，这两个因素都会影响发育障碍儿童的技能获得，但并未严格检查他们在较大样本中对学习的独立和互动影响。本研究是一种转化方法，可以更好地理解离散试验训练中的学习。具体来说，我们比较了166名大学生在高和低治疗诚信度条件下技能获取的试验演示类型（变量教学与任务穿插）。研究结果表明，任务散布比不同的指令能更好地进行获取和维护，而且治疗完整性低会严重影响学习。试验表现类型和治疗完整性之间没有相互作用。根据目前的发现，对学习过程和教学含义进行了讨论。