The Use of Matrix Training to Teach Color-Shape Tacts to Children with Autism
Matrix training lets most kids with autism name new color-shape combos without direct teaching.
01Research in Context
What this study did
Six children with autism learned color-shape names like "red circle."
Teachers used matrix training. They picked a few color-shape pairs to teach.
They checked if kids could name the pairs they never practiced.
What they found
Five kids mastered the taught pairs.
They also named the untaught pairs without extra training.
One child needed more teaching, but still got there.
How this fits with other research
Dell’Aringa et al. (2021) tried regular DTT for tacts. Both studies worked, but matrix training gives you free emergent skills.
Belisle et al. (2020) taught feeling words with heavy prompting. Matrix training here used lighter prompts and still created new words.
Frampton et al. (2018) first taught problem-solving talk. The new study shows the same lab can make tacts emerge without that extra step.
Why it matters
You can save hours by letting the matrix do the work. Pick one diagonal of color-shape combos, teach them, then probe the rest. If the child names the untaught ones, you just doubled your teaching speed. If not, you know exactly where to add prompts. Either way, you spend less time and get more words.
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02At a glance
03Original abstract
Matrix training consists of preplanning instruction by arranging components of desired skills across a minimum of two axes. In the current study, three matrices were developed for each participant (e.g., Matrix 1, Generalization Matrix 1, and Generalization Matrix 2) with known color and shape components. Following baseline, nonoverlapping (i.e., diagonal) training was conducted with Matrix 1. Results of posttests were used to determine the extent of emergence of untrained color-shape combinations across all matrices. Results from all six participants indicated that mastery criteria were eventually met for Matrix 1. For five participants, mastery criteria were also eventually met for generalization matrices. Results replicate findings from prior studies and offer a simple approach for both testing emergence of untrained skills and remediating responding.
Behavior Analysis in Practice, 2019 · doi:10.1007/s40617-018-00288-4