The Effect of Break Type on Engagement and Skill Acquisition During Massed Trial Instruction

Massed trial instruction is an effective strategy for teaching discrete skills, and it is commonly used to teach young children with disabilities. Young children with disabilities should participate in short instructional sessions that include breaks with developmentally-appropriate play in between. This study evaluated whether adult behavior during child breaks (i.e., no interaction vs responsive play interactions) impacted engagement and efficiency of skill acquisition. Engagement during instructional segments and breaks were evaluated using an ATD design, and skill acquisition was evaluated in the context of an AATD design. Results suggest some children may demonstrate higher levels of instructional engagement and more efficient skill acquisition when instruction is interspersed with responsive play. Practitioners should consider assessing child preference for responsive play during breaks.