The convergence of mastery criteria and instructional format : a systematic review
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Applied Behavior Analysis (ABA) is a widely accepted science in which treatment for problem behavior reduction and skill acquisition interventions has been developed for learners diagnosed with autism spectrum disorder (ASD). Discrete Trial Training (DTT) is an effective teaching method within ABA that presents teaching targets in a rapid instructional format until a mastery criterion is met (Smith, 2001). Clinicians and researchers select instructional format and mastery criterion when designing the DTT protocol for their clients with ASD. Modifications in the instructional format present ratios of mastered teaching targets relative to targets in acquisition. Furthermore, the specified mastery criterion demonstrates when a skill is learned to sufficiency. The interaction of teaching format and mastery criteria options may impact the efficient acquisition and maintenance of the novel skills. The purpose of this review was to systematically categorize and evaluate instructional format and mastery criteria within a discrete trial teaching procedure for learners with developmental disabilities. The review included 15 studies organized into the following categories: Mass trial, interspersed trial, and distributed trial, as well as mastery criteria. Task interspersal (75 [percent] of those that compared instructional format) and an 80 [percent] mastery criterion correct across 3 days or sessions (80 [percent] of those that compared mastery criteria) were the most commonly identified. However, there was extreme variability across studies and future research is needed to allow clinicians to form a rationale for their treatment modification selections. Clinical implications and future directions for research are discussed.