We used an adapted alternating treatments design to compare the effects of traditional and embedded discrete trial teaching (DTT) with adults with autism. Traditional DTT consisted of the instructor presenting a discriminative stimulus to start each trial (“Point to___”), implementing a prompt (i.e., manual guidance), and providing reinforcement (i.e., praise and token) for correct responding. Embedded DTT consisted of presenting this same trial structure within an ongoing activity (e.g., playing bean bag toss). The percentage of correct responses improved with the introduction of both types of DTT; however, for both participants, embedded DTT showed faster acquisition (i.e., fewer trials to criterion) but longer session durations than traditional DTT. Participants showed more positive affect during embedded DTT and chose it more often relative to traditional DTT. These results replicated and extended the results of Geiger et al. (Behav Anal Pract 5(2):49–59, 2012. 10.1007/bf03391823) and have implications for considering participant assent and interest in ABA-based instruction.

我们使用适应性交替治疗设计来比较传统和嵌入式离散试验教学 (DTT) 对成人自闭症患者的影响。传统的 DTT 包括指导员在开始每个试验时提供辨别性刺激（“指向___”），实施提示（即手动指导），并为正确响应提供强化（即表扬和象征）。嵌入式 DTT 包括在正在进行的活动（例如，玩扔豆袋）中呈现相同的试验结构。随着两种 DTT 的引入，正确回答的百分比有所提高；然而，对于两个参与者而言，嵌入式 DTT 显示出比传统 DTT 更快的采集速度（即更少的试验达到标准）但会话持续时间更长。与传统 DTT 相比，参与者在嵌入式 DTT 期间表现出更多的积极影响，并且更频繁地选择它。这些结果复制并扩展了 Geiger 等人的结果。(Behav Anal Pract 5(2):49–59, 2012. 10.1007/bf03391823) 并且对考虑参与者同意和对基于 ABA 的教学的兴趣有影响。