Matrix Training and Verbal Generativity in Children with Autism

Kohler, Kelly T.; Malott, Richard W.

doi:10.1007/s40616-014-0016-9

Cited by 23 publications

(54 citation statements)

References 15 publications

(30 reference statements)

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“…Some studies suggest that interventions that target recombinative generalization may be a viable strategy for learners with ASD or other developmental disorders (Axe & Sainato, ; Goldstein, Angelo, & Mousetis, ; Goldstein & Brown, ; Goldstein & Mousetis, ; Karlan et al, ; Kohler & Malott, ; Light, Watson, & Remington, ; Mineo & Goldstein, ; Pauwels, Ahearn, & Cohen, ; Remington, Watson, & Light, ; Striefel & Wetherby, ; Striefel, Wetherby, & Karlan, , ). These studies employed matrix training to maximize the interaction of the components to produce novel responses through recombinative generalization.…”

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confidence: 99%

The use of matrix training to promote generative language with children with autism

Frampton

Wymer

Hansen

et al. 2016

Jnl of Applied Behav Analysis

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Matrix training consists of planning instruction by arranging components of desired skills across 2 axes. After training with diagonal targets that each combine 2 unique skill components, responses to nondiagonal targets, consisting of novel combinations of the components, may emerge. A multiple-probe design across participants was used to evaluate matrix training with known nouns (e.g., cat) and verbs (e.g., jumping) with 5 children with autism spectrum disorders (ASD). Following baseline of Matrix 1 and a generalization matrix, diagonal targets within Matrix 1 were trained as noun-verb combinations (e.g., cat jumping). Posttests showed recombinative generalization within Matrix 1 and the generalization matrix for 4 participants. For 1 participant, diagonal training across multiple matrices was provided until correct responding was observed in the generalization matrix. Results support the use of matrix training to promote untrained responses for learners with ASD and offer a systematic way to evaluate the extent of generalization within and across matrices.

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confidence: 99%

The use of matrix training to promote generative language with children with autism

Frampton

Wymer

Hansen

et al. 2016

Jnl of Applied Behav Analysis

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“…A 10‐phase teaching procedure with progressive time delay prompts and differential reinforcement was used (Table ; see Kohler & Malott, ). Phases 1–3 included the first four cells along the diagonal (see T1–T4 in Figure ).…”

Section: Methodsmentioning

confidence: 99%

“…Matrix training is used in conjunction with evidence‐based teaching procedures. These have included multiple teaching trials within a discrete trial training paradigm, prompting hierarchies, and reinforcement (Axe & Sainato, ; Kohler & Malott, ).…”

Section: Introductionmentioning

confidence: 99%

“…Matrix training has been shown to produce generative responding for a variety of tact combinations such as noun–verb (Frampton, Wymer, Hansen, & Shillingsburg, ), object–preposition (Pauwels, Ahearn, & Cohen, ), and subject–verb–object (Kohler & Malott, ). A recent matrix training review that focused on individuals with autism spectrum disorder found that there is the potential for learning to occur from direct teaching for approximately 31% of selected target combinations and the remaining 69% to occur through recombinative generalization (Curiel et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…Both of these options may require extensive pre‐assessments or pretraining. In the case of all known targets, the practitioner needs to identify stimuli that the individual tacts singularly but not as two‐component tacts or provide pretraining of the tacts individually (see Kohler & Malott, ). In the case of all unknown targets, the practitioner must identify and use only unknown tacts.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Generative time telling in adults with disabilities: A matrix training approach

Curiel

2020

Behavioral Interventions

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Matrix training is a teaching strategy designed to facilitate generative responding through a process termed recombinative generalization. A skill that has yet to be addressed with matrix training is tacting time increments.Given the two-component features of time telling (i.e., hours and minutes) and the numerous teaching targets, matrix training was implemented for such behavior with two adults with developmental disabilities. This study used a 12 × 12 matrix that consisted of 144 time increments.Participants were taught 12 time increments, and probes were conducted to assess the remaining 132 untrained time increments. The participants responded correctly to approximately 50% of the untrained time increments during the post-assessment phase. Limitations and future research are discussed.

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The evidence‐based practices for children, youth, and young adults with autism report: Concerns and critiques

Leaf

Sato

Javed

et al. 2021

Behavioral Interventions

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For individuals diagnosed with autism spectrum disorder (ASD) to make meaningful progress comprehensive intervention using evidence‐based practices is required. To assist with this, the National Clearinghouse on Autism Evidence and Practice (NCAEP) recently published the Evidence‐Based Practices for Children, Youth, and Young Adults with Autism Report (Steinbrenner et al., 2020). The purpose of the NCAEP report was to provide consumers with a list of interventions that have evidence of positive effects for individuals diagnosed with ASD. The NCAEP report identified 28 interventions that were considered evidence based. Given the broad nature and visibility of the NCAEP report, it may be useful to review and discuss any potentially problematic aspects of the methods and results of the NCAEP report to help inform future updates and consumers in interpreting the findings and recommendations within the NCAEP report. Thus, the purpose of this paper is to provide a review of the Evidence‐Based Practices for Children, Youth, and Young Adults with Autism report and provide recommendations to behavior analysts in regard to the report.

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Matrix Training and Verbal Generativity in Children with Autism

Cited by 23 publications

References 15 publications

The use of matrix training to promote generative language with children with autism

The use of matrix training to promote generative language with children with autism

Generative time telling in adults with disabilities: A matrix training approach

The evidence‐based practices for children, youth, and young adults with autism report: Concerns and critiques

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