Online Archive of University of Virginia Scholarship
Examining a Framework for Systematically Adapting Discrete Trial Teaching in Classroom Settings for Autistic Learners4 views
Author
McClain, Suzanne, Education - School of Education and Human Development, University of Virginia0009-0001-3069-9997
Advisors
Cook, Bryan, ED-CISE, University of Virginia
Kennedy, Michael, ED-CISE, University of Virginia
Abstract
Despite the identification of many evidence-based practices, autistic learners often experience limited access to high-quality instruction in their educational settings due in part to persistent implementation barriers. Although intentional adaptations can help address these contextual challenges, little empirical research has been conducted that examines strategies to support teachers in systematically adapting evidence-based practices for their autistic learners. This study seeks to address this gap by evaluating a framework designed to help guide teachers’ adaptation of discrete trial teaching for their classroom context. Using a single-case, multiple-probe design, four elementary special education teachers were trained to implement a traditional discrete trial teaching format, then use the framework to select adaptations that addressed implementation barriers encountered in their classrooms with the traditional format. Student academic skill acquisition, active engagement, and social validity were measured and compared across formats to assess their relative effectiveness and feasibility. Results indicated that both the traditional and adapted discrete trial teaching formats improved student outcomes to varying degrees; however, the traditional format generally produced greater outcome improvement for students. In contrast, social validity surveys and interviews indicated both teachers and students generally favored the adapted format. These findings highlight the ongoing challenges of balancing adaptations that enhance contextual fit and feasibility in classroom settings with maintaining fidelity to the instructional features that contribute to the intervention’s effectiveness. Areas for future research as well as implications for teacher preparation and practice are discussed.
McClain, Suzanne. Examining a Framework for Systematically Adapting Discrete Trial Teaching in Classroom Settings for Autistic Learners. University of Virginia, Education - School of Education and Human Development, PHD (Doctor of Philosophy), 2026-07-16, https://doi.org/10.18130/8j4n-jf04.
