
Stop Hating on Discrete Trial Training (DTT) —It’s Not the Villain in ABA
Jan 14
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A good number of people have strong emotions towards Discrete Trial Training (DTT) in the context of Applied Behavior Analysis. Some practitioners claim that DTT is a very systematic and efficient teaching method while some view it as an extremely rigid and controlling technique. But let us put our heads together and look at the bigger picture: DTT itself is not the locus of concern, coercion is.
As Murray Sidman puts it, “Coercion is never the answer.” His seminal work has an incisive analysis of history, Coercion and Its Fallout, where it addresses the fact that being coercive may be more harmful. However, DTT is still inaccurately seen as a means of coercion despite its true nature: a tool. And like any other tool, it entirely relies on the way we apply it.
Check out Coercion and Its Fallout by Murray Sidman here.
The Problem: Misusing DTT Can Do Harm

When DTT is done poorly, it can look like:
• Prioritizing compliance over autonomy.
• Forcing tasks without meaningful context.
• Using reinforcement in ways that feel coercive or controlling.
In these cases, DTT may suppress behavior temporarily, but it often damages the learner-practitioner relationship and fails to teach meaningful, lasting skills. It’s easy to see why it gets a bad reputation in these instances.
The Solution: Ethical, Learner-Centered DTT
Learner-centered DTT, when done well, is about so much more than demanding compliance or giving rewards. It’s about teaching structured skills in a way that honors the learner’s preferences, autonomy, and humanity.
Here’s how we can use DTT ethically and effectively:
1️⃣ Teach in Meaningful Contexts: Always guarantee that the attributes in question are useful and are connected to the life of the learner. You don’t never expect someone to benefit from an isolated practice such as card-matching without an application of the skill in the world outside the classroom.
2️⃣ Prioritize Autonomy and Choice: Understand the voice of the learner. If the learner is feeling apprehensive or is reluctant to take something on, it is our responsibility to find out the reason and make changes to the strategy.
3️⃣ Reinforce Success, Not Compliance: Make it a point to work on positive reinforcement that will enhance any productive behavior instead of mandating participation just to finish a course.
DTT Is a Tool, Not the Problem

Utilisation of DTT is about skill application and not about the tool itself. We do not get rid of DTT, instead, we discard coercion. With the balanced forces of choice, reinforcement, and respect, DTT can be used to teach skills which will help the individual.
As the work of Sidman emphasizes, it is ethics and compassion that fosters progress and not on compliance alone. So, let’s give DTT the chance as the powerful teaching tool that it is always meant to be, while at the same time ensuring full adherence to one’s moral and ethical codes.
Takeaways: Rethinking DTT in ABA
DTT is not the problem; coercion is.
Ethical DTT respects autonomy, reinforces meaningful behaviors, and focuses on long-term success.
Sidman’s work reminds us to approach teaching with care and purpose, prioritizing relationships and growth over control.
Discrete Trial Training in ABA
In your opinion, how do you feel about DTT in relation to ABA? Have you come across it in effective use, or perhaps it is time to reconsider its role in this field? Let us know your opinion in the comments section below or contact us – we want to know!
Explore Coercion and Its Fallout by Murray Sidman here.
Let’s continue the conversation and build a more compassionate future for ABA!