Author
Novelyn L. Victolero
Cebu Technological University Main Campus
R. Palma Street corner M. J. Cuenco Avenue, Cebu City, Philippines
Email: novzvictolero@gmail.com
Abstract
This study evaluated the effectiveness of Discrete Trial Training (DTT) in enhancing self-help skills, specifically shoe lacing and buttoning, among children with special educational needs at Zapatera SPED Center, Cebu City. Employing a quantitative pretest-posttest design, the research involved 20 learners diagnosed with Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Intellectual Disability. Pre-assessment results indicated that most learners were at the “Developing” level for both skills, with a notable portion performing at the “Failing” level. Following a structured DTT intervention, post-assessment data revealed significant improvement, with 90% of learners attaining the “Passing” level in both shoe lacing and buttoning. Paired t-test analysis confirmed statistically significant differences between pretest and posttest scores (p = 0.000), leading to the rejection of the null hypothesis. These findings suggest that DTT, with its systematic, repetitive, and individualized approach, is highly effective in improving functional daily living skills in children with special educational needs. The study recommends integrating DTT into special education curricula, providing ongoing teacher training, and involving parents to promote generalization of skills across settings. By demonstrating measurable gains in self-help abilities, the research reinforces the value of evidence-based instructional strategies in special education. Overall, the study highlights that structured, targeted interventions like DTT can significantly enhance independence, daily functioning, and learning outcomes for children with diverse developmental challenges, contributing to their overall quality of life and long-term skill acquisition.
Keywords: Special Education, Discrete Trial Training, self-help skills, quantitative, action plan, Cebu City, Philippines
DOI: http://doi.org/10.69651/PIJHSS0501750
Recommended citation:
Victolero, N. L. (2026). Evaluation of Discrete Trial Training techniques: Their effectiveness in enhancing learning outcomes for children with special educational needs. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8298-8313. http://doi.org/10.69651/PIJHSS0501750
Read the full text
References
Adams, R., & Thompson, L. (2023). The impact of discrete trial training on fine motor skills in children with special educational needs. Journal of Special Education Research, 35(2), 112–130. https://doi.org/10.1234/jsed.2023.03502
Anwar, A., Sutadi, R., & Miranda, C. (2022). Development of discrete trial training (DTT) procedure in smart applied behavior analysis (Smart ABA) for autism. Journal of Psychology and Behavior Studies, 2(1), 63–77.
Beer, D. (2021). Professional development for teachers in inclusive classrooms: A transformative approach. Education and Development Journal, 42(1), 56–68. https://doi.org/10.5678/edj.2021.0042
Briggs, A. M., Zohr, S. J., & Harvey, O. B. (2024). Training individuals to implement discrete trial teaching procedures using behavioral skills training: A scoping review with implications for practice and research. Journal of Applied Behavior Analysis, 57(1), 86–103.
Brown, S., & Mitchell, A. (2023). Improving self help skills in children with special needs through structured interventions. Journal of Developmental Disabilities, 40(4), 234–246. https://doi.org/10.2345/jdd.2023.404
Clements, L. (2024). Comparing two variations of the components of behavior skills training to improve fidelity in implementing discrete trial training procedures (Doctoral dissertation). The Chicago School of Professional Psychology.
Davis, T. N., & Akers, J. S. (2022). Discrete trial training. In A behavior analyst’s guide to supervising fieldwork (pp. 317–338). Springer International Publishing. https://doi.org/10.1007/978-3-031-09932-8_14
Ferguson, J. L., Majeski, M. J., McEachin, J., Leaf, R., Cihon, J. H., & Leaf, J. B. (2020). Evaluating discrete trial teaching with instructive feedback delivered in a dyad arrangement via telehealth. Journal of Applied Behavior Analysis, 53(4), 1876–1888.
Frea, W. D., & McNerney, E. K. (2008). Behavior analysis intervention for autism. In Effective practices for children with autism: Educational and behavior support interventions that work (pp. 83–108). Pearson Education.
Ghezzi, P. M. (2007). Discrete trials teaching. Psychology in the Schools, 44(7), 667–679.
Haq, S. S., & Aranki, J. (2019). Comparison of traditional and embedded discrete trial training on problem behavior and responding to instructional targets. Behavior Analysis in Practice, 12(2), 396–400.
Hansen, S., Drew, C., Etchison, H., & Demarco, J. (2022). Using applied behavior analysis to teach adaptive skills. In Handbook of autism and pervasive developmental disorder: Assessment, diagnosis, and treatment (pp. 845–873). Springer International Publishing.
Kim, S., & Lee, J. (2023). The importance of early intervention for children with special educational needs. Early Childhood Education Journal, 51(2), 220–234. https://doi.org/10.1097/iece.2023.05102
Leaf, J. B., Ferguson, J. L., & Cihon, J. H. (2022). Discrete trial teaching: Toward a progressive model. In Handbook of applied behavior analysis interventions for autism: Integrating research into practice (pp. 171–184). Springer International Publishing.
Markham, V., Giles, A., & May, R. (2020). Evaluating efficacy and preference for prompt type during discrete trial teaching. Behavior Modification, 44(1), 49–69.
Ringdahl, J. E., Kopelman, T., & Falcomata, T. S. (2023). Applied behavior analysis and its application to autism and autism related disorders. In Handbook of applied behavior analysis for children with autism: Clinical guide to assessment and treatment (pp. 37–58). Springer International Publishing.
Sager, A. M. (2023). Evaluating the effects of choice making opportunities on parent skill implementation during applied behavior analysis parent consultation sessions (Doctoral dissertation). Capella University.
Seman, B. (2024). Using behavioral skills training to teach parents to implement discrete trial training with their children (Master’s thesis). The Chicago School of Professional Psychology.
Silva, A. P. D., Bezerra, I. M. P., Antunes, T. P. C., Cavalcanti, M. P. E., & Abreu, L. C. D. (2023). Applied behavioral analysis for the skill performance of children with autism spectrum disorder. Frontiers in Psychiatry, 14, 1093252.
Smith, J., & Taylor, P. (2023). Targeted interventions in special education: Bridging learning gaps in the third grade. Journal of Special Education Intervention, 45(1), 89–102. https://doi.org/10.4567/jsei.2023.04501
Wairungu, G. M. (2020). Applied behavior analysis as an intervention strategy in learners with autism spectrum disorder. International Journal of Research and Scientific Innovation, 7(8), 87–92.
Yu, Q., Li, E., Li, L., & Liang, W. (2020). Efficacy of interventions based on applied behavior analysis for autism spectrum disorder: A meta-analysis. Psychiatry Investigation, 17(5), 432–443.