A Tutorial for Implementing Matrix Training in Practice

Frampton et al. (2023) wrote a how-to guide for matrix training.

They show you how to pick the right grid size, what to teach first, and how to check if new skills pop out.

No new data—just clear steps you can use tomorrow.

The paper gives you a menu of choices.

Big grids save time but need sharper learners.

Small grids work for almost anyone but take more direct teaching.

You pick based on your learner’s strengths, not a fixed rule.

Curiel et al. (2020) used the same method to teach clock times to two adults. They taught 12 targets and got a large share correct on 132 untrained times. This shows the tutorial’s big-grid option can work in real life.

Clements et al. (2021) added a chain prompt to matrix training for three-digit numbers. Two kids with autism learned 192 numerals after brief sessions. This gives you another tool from the tutorial’s list: mix prompts with the grid when needed.

Critchfield (2018) argues grad schools must teach stimulus relations so BCBAs can build efficient programs. The tutorial answers that call by giving frontline staff a plug-and-play guide.

Matter et al. (2020) compared tact training to mixed training for foreign words. Tact training won in most sets. Both studies chase the same goal—get more from less teaching—but use different paths.

You no longer need to guess which matrix setup to use. Match grid size to learner skill, add prompts if needed, and watch new responses emerge without extra teaching.