Massed Trials Versus Trials Embedded Into Game Play: Child Outcomes and Preference

Abstract

Limited data are available regarding how response prompting procedures should be used in early childhood settings. The purpose of this study was to compare the efficiency of progressive time delay instruction presented via two trial arrangements: massed and embedded. During massed trial sessions, a short instructional session was conducted, followed by game play. During embedded trial sessions, trials were conducted during game play. Across 12 participants with and without disabilities, efficiency and preference data were mixed. Preference data suggested most participants preferred the instruction type that resulted in most efficient learning. Social validity data suggest inservice and preservice practitioners may be equally likely to use the procedures, but some respondents indicated they might be less willing to use embedded trial arrangements due to increased effort in materials preparation. Implications include the possibility that faster learners may learn better in embedded contexts and that children may prefer instructional contexts that are most efficient for them. Keywords instruction, massed, embedded, time delay, adapted alternating treatments design Research Question 1: Does instruction using massed trial arrangements versus trials embedded in game play result in differential efficiency of acquisition? Research Question 2: Do children prefer either arrangement? Research Question 3: What is the relationship between acquisition and preference? Research Question 4: Do practitioners report differential likelihood of use for instruction using massed trial arrangements versus trials embedded into game play?

Massed versus Embedded Trial Arrangements: Teaching Community Signs to Children with Autism Spectrum Disorder

“…MTAs are carried out during an instructional session of consecutive trials with a short interval between each trial, usually a few seconds (Ledford, Chazin, Harbin, & Ward, 2017). The trainer and child sit by facing each other.…”

“…ETAs usually involve ongoing activity that is unrelated or loosely related to the behaviors to be taught (Wolery, Anthony, Caldwell, Snyder, & Morgante, 2002;Wolery & Hemmeter, 2011). ETAs incorporate structured learning opportunities into naturally occurring activities (Daugherty, Grisham-Brown, & Hemmeter, 2001;Ledford et al, 2017). These arrangements are effective and show high levels of maintenance and generalization to novel settings (Mirenda-Linne & Melin, 1992).…”

“…These arrangements are effective and show high levels of maintenance and generalization to novel settings (Mirenda-Linne & Melin, 1992). ETAs can be used with a variety of routines and transitions as well as planned play activities (Geiger et al, 2012;Haq & Aranki, 2019;Ledford et al, 2017). Play is a joyful activity.…”

“…Only three studies were found that compared the effectiveness and efficiency of MTAs versus ETAs during play (Geiger et al, 2012;Haq & Aranki, 2019;Ledford et al, 2017). In the first study, Geiger et al (2012) taught the names of animals to children with ASD.…”

“…In the literature, the preferences of the participants for MTAs or ETAs are unclear. There are only two MASSED VERSUS EMBEDDED TRIAL ARRANGEMENTS: TEACHING COMMUNITY SIGNS TO CHILDREN WITH AUTISM SPECTRUM DISORDER 3 ÖZEL EĞİTİM DERGİSİ studies which evaluated the preferences of the participants (Geiger et al, 2012;Ledford et al, 2017). Geiger et al (2012) used pictures to assess the preferences of the participants.…”