An investigation of the matrix training approach to teach social play skills

Wilson, Emily R.; Wine, Byron; Fitterer, Katie

doi:10.1002/bin.1473

Cited by 12 publications

(11 citation statements)

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“…I’m going to steal all the money from the bank” (p. 199). Building upon the work of Dauphin et al and MacManus et al, Wilson, Wine, and Fitterer (2017) taught their participant to respond receptively to action-object mands (e.g., completing an action with a specific object, such as “roll the police van”). Although these three studies focused on play skills, one could also describe these as language matrices with a focus on labeling and receptive responding skills within the context of play.…”

Section: Resultsmentioning

confidence: 99%

“…The final two studies that used diagonal training (MacManus et al, 2015; Wilson et al, 2017) did not specify whether the stimuli were known or unknown. MacManus et al indicated that the materials were novel.…”

Section: Resultsmentioning

confidence: 99%

“…I'm going to steal all the money from the bank" (p. 199). Building upon the work of Dauphin et al and MacManus et al, Wilson, Wine, and Fitterer (2017) taught their participant to respond receptively to action-object mands (e.g., completing an…”

Section: What Skills Were Taught With Matrix Training?mentioning

confidence: 99%

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Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder

Curiel

Axe

Sainato

et al. 2019

Focus Autism Other Dev Disabl

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Matrix training is an intervention that systematically programs for the occurrence of generative outcomes, mostly in the area of language. A literature search identified studies that evaluated matrix training with individuals with autism spectrum disorder (ASD). Based on 12 reviewed studies, we asked questions regarding participant characteristics, targeted skills, matrix designs, evidence-based teaching strategies, percentage of learning that occurred through direct teaching and recombinative generalization, and the quality of the studies. With 29 total participants, mostly preschool and elementary ages, the most common teaching strategy implemented was a discrete trial training paradigm targeting language development. Overall, findings suggest that matrix training produced an average of 69% of learning without direct teaching across the areas of language, play, sentence construction, and spelling.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder

Curiel

Axe

Sainato

et al. 2019

Focus Autism Other Dev Disabl

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“…Matrix training has been used to teach a range of skills to children with ASD, such as spelling (Kinney, Vedora, & Stromer, 2003), writing and receptive identification of letters and numbers (Axe & Sainato, 2010), play skills (Dauphin, Kinney, & Stromer, 2004;Jung & Sainato, 2013;Wilson, Wine, & Fitterer, 2017), and tacting emotions (Conallen & Reed, 2016). This approach also has been effective in teaching tacting and listener skills to children with intellectual disabilities (e.g., Goldstein, Angelo, & Mousetis, 1987); however, few studies have examined the usefulness of matrix training for expanding the communication repertoire of children with ASD (e.g., Axe & Sainato, 2010;Curiel, Sainato, & Goldstein, 2016;Frampton, Wymer, Hansen, & Shillingsburg, 2016).…”

mentioning

confidence: 99%

Matrix Training for Expanding the Communication of Toddlers and Preschoolers With Autism Spectrum Disorder

Jimenez‐Gomez

Rajagopal

Nastri

et al. 2019

Behav Analysis Practice

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Children diagnosed with autism spectrum disorder (ASD) typically exhibit a range of social communication deficits. Presequenced stimulus arrangements, such as matrix training, can be used to facilitate generative responding. Accordingly, training procedures can lead to the acquisition of a greater number of targets that are not taught explicitly, with fewer learning trials. Matrix training provides a useful framework for selecting teaching targets to promote the emergence of untaught skills. Participants were 3 young boys diagnosed with ASD, who were taught noun-verb combinations of play actions as tact and listener responses. All participants learned the taught noun-verb targets and showed varying degrees of recombinative generalization to untaught targets. Across subsequent matrices, the rate of acquisition of new targets and the number acquired without direct teaching increased (i.e., recombinative generalization). This suggests matrix training stimulus arrangements can facilitate the acquisition of novel targets by teaching young children with ASD to recombine language components appropriately.

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“…Of the studies reviewed, 16 used three-level prompting hierarchy (e.g., Alzrayer et al, 2019;Van Der Meer et al, 2013). 11 of these used only one prompt in any levels in the hierarchy (e.g., Huskens et al, 2013;Quigley et al, 2018;Topuz & Kürkçüoğlu, 2019;Wilson et al, 2017). However, the rest used two or more prompts in one or more levels (e.g., Barton, 2015;Barton et al, 2018;D'Agostino et al, 2018;Tetreault & Lerman, 2010).…”

Section: Prompting Hierarchymentioning

confidence: 99%

Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review

Kürkçüoğlu

Saral

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Bu çalışmanın amacı, yanlışsız öğretim yöntemlerinden olan ipucunun giderek arttırılmasıyla öğretim (İGA) sunularak otizm spektrum bozukluğu (OSB) olan bireylere sosyal etkileşim ve iletişim becerilerinin öğretildiği araştırmaları demografik özellikler, yöntemsel parametreler ve bulgular açısından betimsel olarak analiz etmektir. Yöntem: Çalışma kapsamında, dört farklı veritabanının (EBSCOhost, ScienceDirect, Jstor ve SAGE) gelişmiş arama motoruna, ilgili anahtar kelimeler yazılarak elektronik taramalar yapılmıştır. Tarama sonucunda 390 çalışmaya ulaşılmıştır. Bu çalışmalar dahil etme ölçütleri olarak (a) OSB olan bireylerle yürütülmesi, (b) ipucunun giderek arttırılmasıyla öğretim yönteminin kullanılması, (c) tek denekli araştırma modellerinden biriyle desenlenmesi, (d) bir sosyal etkileşim ve iletişim becerisinin öğretilmesi, (e) Ocak 2003-Mayıs 2020 yılları arasında yürütülmesi ve (f) Türkçe ve/veya İngilizce dilinde hakemli bir dergide yayımlanması açısından incelenmiştir ve toplamda 35 araştırma, kapsama alınarak analiz edilmiştir. Bulgular: Araştırma sonucunda, farklı yaş grubundaki OSB olan bireylere İGA sunularak sosyal etkileşim ve iletişim becerilerinin öğretilebildiği görülmüştür. Tartışma: Araştırmanın bulguları tartışılarak ileri çalışmalara yönelik önerilerde bulunulmuştur.

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An investigation of the matrix training approach to teach social play skills

Cited by 12 publications

References 12 publications

Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder

Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder

Matrix Training for Expanding the Communication of Toddlers and Preschoolers With Autism Spectrum Disorder

Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review

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