By Vince LaMarca, M.A., BCBA, Editor
Lovaas Institute - Indianapolis

Discrete trial teaching is sometimes regarded as helpful only with one-to-one instruction. However, the principles and procedures associated with discrete trials can be applied in a group setting as well. Incorporating these principles and procedures can increase a child’s success in small group work.

1) Make directions and questions consistent and clear.

a. Example 1: After a teacher talks for a minute about fractions, she always states the students name before asking a question. The name can serve as a “get ready” cue in case the child is not been paying attention.
b. Example 2: After a teacher talks for a minute about fractions, she always says, “now solve the problem” to indicate to the students they should start to work on the next problem on their paper. Using the same words helps a child discriminate when a specific behavior (i.e., writing on their paper) is required.

By Jeff Feathers

Marty Seagraves is both a motorcycle enthusiast and the parent of a child with autism. In early 2008, he conceived of a way to spread awareness about the neurological disorder which affects one in 150 children here in the U.S.on two wheels. Its a method of which his son, Anthony (nicknamed AJ), who also loves anything with motors, surely approves, and with help from plenty of companies and friends, Marty built the Autism Cycle as a tribute to AJ and to kids similarly affected. Beginning with the Red Bull U.S. Grand Prix, the Autism Cycle has been visiting racetracks and events to raise money, spread awareness, and hand out information.