Practice recommendations related to using discrete trial teaching (DTT) to teach receptive labels (i.e., auditory–visual conditional discriminations) for individuals diagnosed with autism spectrum disorder (ASD) have included the use of counterbalancing. Counterbalancing involves two major components: (a) ensuring that each stimulus in the set is targeted an equal number of times within each trial block and (b) rotating the stimuli in the array in a manner that evenly distributes the stimuli within the array in each position across a trial block. The purpose of the present study was to compare three varying approaches to the order and number of presentations of target stimuli (i.e., predetermined, constrained, and unconstrained) during a receptive language task using an adapted alternating treatment design with three individuals diagnosed with ASD. The results indicated that, for the three participants, the unconstrained condition was the most efficacious, followed by the constrained condition, and the predetermined condition was the least efficacious with respect to average sessions to reach the mastery criterion. The implications of the results with respect to best practices using DTT to teach receptive language are discussed.

中文翻译：

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教授接受性标签时评估三种目标刺激表现方法

与使用离散试验教学（DTT）来为被诊断为自闭症谱系障碍（ASD）的个人教授接受性标签（即听觉-视觉条件歧视）有关的实践建议包括使用平衡。平衡涉及两个主要组成部分：（a）确保在每个试验块中将刺激集中的每个目标定为相等的次数；（b）以均匀地将刺激分布在阵列中的方式旋转阵列中的刺激在整个试验区的位置。本研究的目的是使用适应性交替治疗设计和三名被诊断为ASD的个体，比较接受语言任务期间目标刺激表现的顺序和数量（即预定，约束和不受约束）的三种不同方法。结果表明，对于三个参与者，无约束条件最有效，其次是约束条件，而预定条件相对于达到掌握标准的平均会话效率最低。讨论了有关使用DTT教授接受性语言的最佳实践的结果的含义。