Minimum Trials FAQs
What are the new minimum trials guidelines?
What if I am a district BCBA or therapist?
Follow the district’s expectations or policies for minimum trials first. If the district has no specific expectation, the TUT BCBA should use 15 trials per DTT target and 5 opportunities per NET target as guidelines, adjusting them based on the learner’s needs and clinical judgment. District therapists should follow the minimum set by their BCBA and communicate when it is difficult to meet.
Why are we increasing the minimum number of trials?
The goal is to provide learners with enough meaningful practice to acquire, retain, and generalize new skills. Research shows that repeated practice, combined with reinforcement and feedback, leads to faster and more lasting learning.
Am I just trying to hit a number?
No. The goal is not to "check a box" or rush through trials. The goal is to create a productive therapy session where learners are actively engaged and receive many meaningful learning opportunities throughout the day.
Quality instruction always comes first. The minimum trial expectations simply help ensure learners receive enough practice to acquire and generalize skills.
What is expected during the first couple of months of the rollout?
September and October are Phase 1: Launch and Implement. We do not expect perfection overnight. Therapists should begin using the minimum trial guidelines, create meaningful practice opportunities throughout sessions, and communicate with their BCBA when a minimum is difficult to meet. BCBAs should review their programs, set clinically appropriate minimums, coach therapists, and address barriers as they come up. We will use what we learn during this phase to strengthen implementation over time.
What if my learner can't tolerate 15 trials?
Not every learner or every target is the same. The BCBA determines the appropriate expectations for each learner. Some learners may require modifications based on their treatment plan, current skill level, motivation, behavior, or medical needs.
If you have concerns, talk with your BCBA.
What if I don’t meet the minimum number of trials for a target?
Rethink will not accept fewer trials than the minimum set for that program. Let your BCBA know when you cannot reach it. The BCBA will review what made the minimum difficult to meet and determine whether changes to the teaching plan or the program’s minimum are clinically appropriate.
What counts as a trial?
A trial is one complete teaching opportunity. Generally, a trial includes:
Why are NET targets only expected to have 5 opportunities?
Natural Environment Teaching relies on naturally occurring opportunities rather than structured instruction.
Some NET targets may naturally occur many more than five times during a session, while others occur less frequently. Five opportunities is the minimum expectation for most NET programs, but your BCBA may increase this expectation when appropriate.
Can I collect more than the minimum?
Absolutely. The minimum is just that—a minimum. If your learner is engaged, motivated, and successful, additional learning opportunities are encouraged.
What if my BCBA programmed more than 15 trials?
The minimum is not the maximum. Your BCBA may set higher trial expectations for certain skills based on your learner's needs, progress, or treatment goals. Always follow the expectations listed in the learner's program.
What if my learner becomes frustrated or starts engaging in challenging behavior?
The answer is not to keep pushing through trials.
Follow your learner's Behavior Support Plan and your BCBA's teaching procedures. It may be appropriate to:
How can I fit in more trials without making therapy feel like work?
Learning opportunities happen throughout the day. You can teach during:
What if I run out of time?
Focus on reducing downtime. Many additional trials come from:
What should I do if I run out of programs to teach?
Continue teaching by repeating priority programs and taking advantage of naturally occurring learning opportunities throughout the session. If this happens consistently, let your BCBA know. Your BCBA may decide to adjust programming or add additional targets to ensure there are enough meaningful learning opportunities.
Should I adjust my baseline minimums?
BCBAs should be providing probe lists to therapists for all programs they are baselining so that therapists are clear on expectations for baseline data collection. If therapists are asked to baseline a skill without a probe list or clear description of what they are collecting data on/what constitutes a + vs. a -, therapists should speak to their BCBA and ask that they be given a list to probe.
It is important to remember that baseline is an assessment, not part of teaching.
The purpose is to gather enough information to understand the learner's current skill level and make appropriate programming decisions. We want sufficient baseline data, but we also need to use clinical judgment. We should not continue running numerous probe trials if they are evoking challenging behavior or if it is already clear that the skill is not in the learner's repertoire. Continuing to probe in these situations may provide little additional information while creating unnecessary frustration or demands for the learner.
Do maintenance targets have the same expectations?
Not necessarily. Your BCBA determines the appropriate amount of practice for maintenance and generalization targets. Some may require fewer opportunities while others may require more.
What if I’m teaching an ADL, such as brushing teeth or unpacking a backpack? Do I need to complete 15 trials?
No. We do not force 15 repetitions of an ADL. For routines like brushing teeth or unpacking a backpack, follow the program’s task analysis and collect data on the steps the learner completes. The BCBA should set the program’s minimum to match how that skill is taught.
My learner has a target set (for example: cat, dog, and bird). Do 15 trials mean 15 total?
It depends. If cat, dog, and bird are programmed as three separate targets, each target should receive a minimum of 15 trials.
If all three are combined into one target set, the learner should receive enough opportunities to practice each item, which would generally be 45 total trials (15 opportunities for each item).
Ask your BCBA if you are unsure how a particular program is organized.
What if I lose connectivity during a session?
Continue teaching and record the learner’s responses on paper or another approved offline data sheet. When your connection returns, enter the data into Rethink as soon as possible using the correct session date. Do not estimate or add trials you did not conduct. If you cannot enter the data accurately, or connectivity is a recurring problem, talk to your BCBA.
Who is responsible for making sure my day is productive?
Your BCBA is responsible for designing a treatment plan that creates opportunities for learning and coaching you on how to implement it effectively. As the therapist, your responsibility is to actively engage the learner, follow the teaching plan, minimize unnecessary downtime, and create learning opportunities throughout the session—even when your BCBA is not present.
Will someone be monitoring trial counts?
Yes. BCBAs will regularly review learning plans, trial totals, and learner progress to ensure learners are receiving sufficient learning opportunities. Trial counts help BCBAs make informed clinical decisions and adjust programming when needed.
What's the most important thing to remember?
Our goal is to create a productive therapy session where learners are engaged, challenged, successful, and given every opportunity to learn. Every meaningful teaching opportunity is another chance to help a learner build skills that improve their independence and quality of life.
What if I don't meet the minimum every session?
The minimum trial expectations are the goal for most sessions, but there will be days when illness, fatigue, challenging behavior, appointments, parent training, community outings, or other clinical factors make it unrealistic. If this happens occasionally, that's expected. If it becomes a consistent pattern, your BCBA will work with you to identify barriers and develop strategies to create more learning opportunities. The focus is on supporting productive therapy, not penalizing therapists.
How much break time should my learner have?
Breaks are an important teaching tool, but they should be purposeful rather than becoming extended downtime. Your BCBA determines when and how breaks are used based on your learner's needs. When possible, breaks should be earned, time-limited, and followed by a return to learning opportunities.
What should I do if transitions or daily routines take a lot of time?
Transitions are opportunities to teach—not pauses in instruction. Many communication, social, and independence skills can be practiced while moving between activities. Your BCBA can help you identify ways to embed teaching into transitions so learning continues throughout the day.
Why is accurate data collection so important?
Accurate data helps your BCBA evaluate whether your learner is receiving enough practice, making progress, and whether changes to teaching strategies are needed. Trial counts, skill acquisition data, and behavior data all work together to guide clinical decisions and improve learner outcomes.
- DTT: 15 minimum per target
- NET: 5 minimum per target
What if I am a district BCBA or therapist?
Follow the district’s expectations or policies for minimum trials first. If the district has no specific expectation, the TUT BCBA should use 15 trials per DTT target and 5 opportunities per NET target as guidelines, adjusting them based on the learner’s needs and clinical judgment. District therapists should follow the minimum set by their BCBA and communicate when it is difficult to meet.
Why are we increasing the minimum number of trials?
The goal is to provide learners with enough meaningful practice to acquire, retain, and generalize new skills. Research shows that repeated practice, combined with reinforcement and feedback, leads to faster and more lasting learning.
Am I just trying to hit a number?
No. The goal is not to "check a box" or rush through trials. The goal is to create a productive therapy session where learners are actively engaged and receive many meaningful learning opportunities throughout the day.
Quality instruction always comes first. The minimum trial expectations simply help ensure learners receive enough practice to acquire and generalize skills.
What is expected during the first couple of months of the rollout?
September and October are Phase 1: Launch and Implement. We do not expect perfection overnight. Therapists should begin using the minimum trial guidelines, create meaningful practice opportunities throughout sessions, and communicate with their BCBA when a minimum is difficult to meet. BCBAs should review their programs, set clinically appropriate minimums, coach therapists, and address barriers as they come up. We will use what we learn during this phase to strengthen implementation over time.
What if my learner can't tolerate 15 trials?
Not every learner or every target is the same. The BCBA determines the appropriate expectations for each learner. Some learners may require modifications based on their treatment plan, current skill level, motivation, behavior, or medical needs.
If you have concerns, talk with your BCBA.
What if I don’t meet the minimum number of trials for a target?
Rethink will not accept fewer trials than the minimum set for that program. Let your BCBA know when you cannot reach it. The BCBA will review what made the minimum difficult to meet and determine whether changes to the teaching plan or the program’s minimum are clinically appropriate.
What counts as a trial?
A trial is one complete teaching opportunity. Generally, a trial includes:
- An instruction or naturally occurring opportunity
- The learner's response
- A consequence (reinforcement, correction, or feedback)
Why are NET targets only expected to have 5 opportunities?
Natural Environment Teaching relies on naturally occurring opportunities rather than structured instruction.
Some NET targets may naturally occur many more than five times during a session, while others occur less frequently. Five opportunities is the minimum expectation for most NET programs, but your BCBA may increase this expectation when appropriate.
Can I collect more than the minimum?
Absolutely. The minimum is just that—a minimum. If your learner is engaged, motivated, and successful, additional learning opportunities are encouraged.
What if my BCBA programmed more than 15 trials?
The minimum is not the maximum. Your BCBA may set higher trial expectations for certain skills based on your learner's needs, progress, or treatment goals. Always follow the expectations listed in the learner's program.
What if my learner becomes frustrated or starts engaging in challenging behavior?
The answer is not to keep pushing through trials.
Follow your learner's Behavior Support Plan and your BCBA's teaching procedures. It may be appropriate to:
- Increase reinforcement
- Offer a break
- Adjust prompting
- Intermix easier tasks
- Switch to NET
- Return to teaching once the learner is ready
How can I fit in more trials without making therapy feel like work?
Learning opportunities happen throughout the day. You can teach during:
- Play
- Transitions
- Snack
- Gross motor activities
- Conversations
- Daily routines
- Community outings
- Group activities
What if I run out of time?
Focus on reducing downtime. Many additional trials come from:
- Having materials ready
- Moving efficiently between activities
- Keeping the learner engaged
- Limiting unnecessary waiting
- Embedding teaching throughout routines
What should I do if I run out of programs to teach?
Continue teaching by repeating priority programs and taking advantage of naturally occurring learning opportunities throughout the session. If this happens consistently, let your BCBA know. Your BCBA may decide to adjust programming or add additional targets to ensure there are enough meaningful learning opportunities.
Should I adjust my baseline minimums?
BCBAs should be providing probe lists to therapists for all programs they are baselining so that therapists are clear on expectations for baseline data collection. If therapists are asked to baseline a skill without a probe list or clear description of what they are collecting data on/what constitutes a + vs. a -, therapists should speak to their BCBA and ask that they be given a list to probe.
It is important to remember that baseline is an assessment, not part of teaching.
The purpose is to gather enough information to understand the learner's current skill level and make appropriate programming decisions. We want sufficient baseline data, but we also need to use clinical judgment. We should not continue running numerous probe trials if they are evoking challenging behavior or if it is already clear that the skill is not in the learner's repertoire. Continuing to probe in these situations may provide little additional information while creating unnecessary frustration or demands for the learner.
Do maintenance targets have the same expectations?
Not necessarily. Your BCBA determines the appropriate amount of practice for maintenance and generalization targets. Some may require fewer opportunities while others may require more.
What if I’m teaching an ADL, such as brushing teeth or unpacking a backpack? Do I need to complete 15 trials?
No. We do not force 15 repetitions of an ADL. For routines like brushing teeth or unpacking a backpack, follow the program’s task analysis and collect data on the steps the learner completes. The BCBA should set the program’s minimum to match how that skill is taught.
My learner has a target set (for example: cat, dog, and bird). Do 15 trials mean 15 total?
It depends. If cat, dog, and bird are programmed as three separate targets, each target should receive a minimum of 15 trials.
If all three are combined into one target set, the learner should receive enough opportunities to practice each item, which would generally be 45 total trials (15 opportunities for each item).
Ask your BCBA if you are unsure how a particular program is organized.
What if I lose connectivity during a session?
Continue teaching and record the learner’s responses on paper or another approved offline data sheet. When your connection returns, enter the data into Rethink as soon as possible using the correct session date. Do not estimate or add trials you did not conduct. If you cannot enter the data accurately, or connectivity is a recurring problem, talk to your BCBA.
Who is responsible for making sure my day is productive?
Your BCBA is responsible for designing a treatment plan that creates opportunities for learning and coaching you on how to implement it effectively. As the therapist, your responsibility is to actively engage the learner, follow the teaching plan, minimize unnecessary downtime, and create learning opportunities throughout the session—even when your BCBA is not present.
Will someone be monitoring trial counts?
Yes. BCBAs will regularly review learning plans, trial totals, and learner progress to ensure learners are receiving sufficient learning opportunities. Trial counts help BCBAs make informed clinical decisions and adjust programming when needed.
What's the most important thing to remember?
Our goal is to create a productive therapy session where learners are engaged, challenged, successful, and given every opportunity to learn. Every meaningful teaching opportunity is another chance to help a learner build skills that improve their independence and quality of life.
What if I don't meet the minimum every session?
The minimum trial expectations are the goal for most sessions, but there will be days when illness, fatigue, challenging behavior, appointments, parent training, community outings, or other clinical factors make it unrealistic. If this happens occasionally, that's expected. If it becomes a consistent pattern, your BCBA will work with you to identify barriers and develop strategies to create more learning opportunities. The focus is on supporting productive therapy, not penalizing therapists.
How much break time should my learner have?
Breaks are an important teaching tool, but they should be purposeful rather than becoming extended downtime. Your BCBA determines when and how breaks are used based on your learner's needs. When possible, breaks should be earned, time-limited, and followed by a return to learning opportunities.
What should I do if transitions or daily routines take a lot of time?
Transitions are opportunities to teach—not pauses in instruction. Many communication, social, and independence skills can be practiced while moving between activities. Your BCBA can help you identify ways to embed teaching into transitions so learning continues throughout the day.
Why is accurate data collection so important?
Accurate data helps your BCBA evaluate whether your learner is receiving enough practice, making progress, and whether changes to teaching strategies are needed. Trial counts, skill acquisition data, and behavior data all work together to guide clinical decisions and improve learner outcomes.