Procedures We Use

In DTT, skills are taught in a structured way with clear steps. Each “trial” has a clear instruction, the child’s response, and feedback. This approach is often used to teach new skills in a one-on-one setting 

NET focuses on teaching skills in real-life situations. For example, a child may practice asking for their favorite toy during playtime. This approach helps children learn how to use their skills in everyday settings. 

PRT targets “pivotal” areas like motivation and self-management. By focusing on these key areas, PRT helps children improve many other skills at once. For example, encouraging a child to make choices can motivate them to try new things.

In this approach, complex tasks are broken down into smaller steps, or “chains.” For example, brushing teeth might be broken into steps like picking up the toothbrush, putting on toothpaste, and brushing. Each step is taught individually until the child can complete the whole task.

This involves demonstrating a behavior or skill that the child can copy. For example, a therapist or caregiver might show how to say “thank you,” and the child is encouraged to imitate the action. 

 Prompts, like verbal cues or physical guidance, help children learn new skills. Over time, these prompts are gradually reduced, or “faded,” until the child can do the skill independently. 

 ABA often uses systems like token boards or point charts to motivate children. For example, a child might earn a star for completing a task, which can be exchanged for a reward once they reach a certain number. 

 In video modeling, children watch a video of a skill being performed and then try it themselves. This method is helpful for skills like social interactions or daily routines. 

 This strategy involves using naturally occurring opportunities to teach skills. For example, if a child shows interest in a book, the therapist might use that moment to work on language skills by encouraging the child to say or point to words or images.