Peer-mediated discrete trial training within a school setting

• Published in: Research in autism spectrum disorders 2015-01, Vol.9, p.53-67
• Main Authors: Radley, Keith C., Dart, Evan H., Furlow, Christopher M., Ness, Emily J.
• Format: Article
• Language: English
• Subjects: Academic intervention; Discrete trial training; Peer-mediated intervention
• ISSN: 1750-9467; 1878-0237
• DOI: 10.1016/j.rasd.2014.10.001

•Instruction in basic DTT protocol resulted in high levels of intervention integrity.•Peer-mediated DTT resulted in participant acquisition of target academic skills.•Student interventionists expressed satisfaction with the intervention. The present study evaluated the feasibility and effects of a peer-mediated, school-based, discrete trial training (DTT) protocol for students with autism spectrum disorder (ASD). Six typically developing elementary-age peers were trained to implement a basic DTT protocol. A multiple baseline across student interventionists design was utilized to evaluate the integrity with which trained peers implemented the DTT protocol and the efficacy of the student interventionists in training target academic behaviors. Results indicate that student interventionists acquired skills to implement the DTT protocol with high levels of integrity. Additionally, it was observed that participation in peer-mediated DTT resulted in mastery of target academic skills by participants with ASD. Measures of acceptability indicated high levels of student interventionist satisfaction with intervention procedures.