Matrix Training Procedures

Abstract

An individuals’ autism spectrum disorder (ASD) and other intellectual disabilities often have significant challenges with the acquisition and generalized use of many aspects of language, social interaction, and play skills. Children without appropriate play language are at risk for not developing the friendships and social relationships that undergird the development of more complex play and social behavior. Overcoming this barrier requires a set of effective instructional practices, and matrix training procedures is one instructional format that has an extensive and effective literature in this domain. For individuals with language and social skill challenges, matrix training-based interventions provide treatment procedures focusing on the production and generalized use of language as an essential component of the intervention. Matrix training provides a structure for teaching and demonstrating specific combinations of responses (vocal and/or motor) which increases the probability that untrained combinations of those responses will emerge in the absence of explicit training. Matrix training refers to a set of procedures or instructional arrangements designed to support what is often referred to as generative learning or recombinative generalization. For those working with children with ASD and who are tasked with creating and implementing efficient instruction this is critical to effective and timely treatment to address this core challenge. Knowledge and effective use of Matrix training procedures should be considered an essential area of competency.

Key Matrix Training Terms

Emergent Responding

A synonym for generative learning and recombinative generalization, it refers to the fact that new responses or novel variations of trained responses “emerge” as a function of the instructional practices being used.

Generative Learning

“Responding that has never been directly taught but is related to what (was) is taught” (Suchowierski, 2006, p. 515).

Recombinative Generalization

Differential responding to novel combinations of stimulus components that have been included previously in other stimulus contexts (Goldstein, 1983b, p. 281). “... this occurs when stimulus components (such as words) that have been taught are rearranged with other stimulus components to create new untaught arrangements” (Curiel et al., 2016, p. 96).

Response Generalization

The occurrence of a novel response or variation of a previously trained response(s) under stimulus conditions where a specific response was trained. The stimulus or stimulus conditions are the same; however, the response which occurs varies from the trained response.

Stimulus Generalization

The occurrence or specific trained responses(s) under stimulus conditions other than those where the response was trained. The response that occurs is the same; however, the stimulus and/or stimulus conditions under which the performance occurs vary.

Teaching Along the Diagonal

This refers to the process of teaching target responses within a matrix along the diagonal axis. It allows for the learner to be exposed to all target performances and all materials, without directly teaching the majority of possible combinations of materials and responses.