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<p>Establishing ready behavior during discrete trial teaching (DTT) often requires learners with autism spectrum disorder (ASD) to relinquish tangibles, which may evoke challenging behavior maintained by tangibles and escape. This study used a latency-based functional analysis and reversal design to evaluate the effects of including tangibles within instruction on cooperation (i.e., trials completed in a session) during DTT. Participant cooperation totaled 3% of trials when tangibles were relinquished and 97% of trials when tangibles were retained. Results suggest that function-based antecedent manipulations may effectively increase cooperation.</p><p> • Often learners are required to relinquish tangibles prior to instructional trials.</p><p> • Removing tangibles and rapidly presenting demands during structured teaching could evoke challenging behavior.</p><p> • Allowing access to preferred tangibles during instruction led to increased cooperation compared to removing tangibles prior to instruction for one learner with autism.</p><p> • A function-based antecedent manipulation consisting of incorporating tangibles within instruction delivery could increase cooperation during structured skill-acquisition teaching.</p>

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Tangible Access Supports Cooperation During DTT: A Case Study

  • 期刊论文

  • 发表日期：

    2026年4月16日

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  • Grace Boyle,
  • Hannah C. Grey,
  • Stephanie H. Jones

摘要

Establishing ready behavior during discrete trial teaching (DTT) often requires learners with autism spectrum disorder (ASD) to relinquish tangibles, which may evoke challenging behavior maintained by tangibles and escape. This study used a latency-based functional analysis and reversal design to evaluate the effects of including tangibles within instruction on cooperation (i.e., trials completed in a session) during DTT. Participant cooperation totaled 3% of trials when tangibles were relinquished and 97% of trials when tangibles were retained. Results suggest that function-based antecedent manipulations may effectively increase cooperation.

• Often learners are required to relinquish tangibles prior to instructional trials.

• Removing tangibles and rapidly presenting demands during structured teaching could evoke challenging behavior.

• Allowing access to preferred tangibles during instruction led to increased cooperation compared to removing tangibles prior to instruction for one learner with autism.

• A function-based antecedent manipulation consisting of incorporating tangibles within instruction delivery could increase cooperation during structured skill-acquisition teaching.