7 Distributed Trials
Definition: Opportunities for supported skill practice are provided across activities at natural times throughout the day (sometimes referred to as embedded instruction).
Rationale: Distributed trials can be helpful by providing time and space between practice sessions. In some cases, this can encourage deeper and more contextually based learning than multiple efforts of repeated practice (i.e., massed trials).
Ways to Support Students:
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- Plan practice sessions over the course of a class period, day, and/or week with time in between sessions.
- Sessions for practice can often occur in the natural context with natural cues (e.g., practice getting up and standing in line before recess, transitioning to gym class, lunchtime)
- Work to involve parents and other related service providers for multiple opportunities to practice the target skill across settings.
Case Study
Student: Grade 6
Content: Writing the date on classwork
Problem: The student is having a hard time writing the date on each classwork submission
Solution: The teacher selects three periods across the school day for practice on this skill. She uses visual supports and least to most prompting to help the student learn and complete the task.
Professional Resources:
- Instructions on discrete trial training from NPDC with description on “maintenance” trials: https://csesa.fpg.unc.edu/sites/csesa.fpg.unc.edu/files/ebpbriefs/DTT_Steps_0.pdf
- Research comparison between mass and interspersed trials: https://onlinelibrary.wiley.com/doi/abs/10.1002/bin.1396
- Introduction, examples and resources on embedded instruction in inclusive education from TIES: https://publications.ici.umn.edu/ties/foundations-of-inclusion-tips/embedded-instruction-in-the-inclusive-classroom
