Getting More with Less Using Matrix Training matters because it changes what a BCBA notices when decisions have to hold up in case conceptualization, intervention design, staff training, and literature-informed problem solving. In Getting More with Less Using Matrix Training, for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
Provider: BehaviorLive — via The Verbal Behavior Conference
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Join Free →Over the past decade, behavior analytic research has produced a variety of intervention approaches that may produce learning well beyond the initial training context. These findings are of critical importance to practitioners working daily in settings in which time and resources are often limited. And yet, translation from research to practice often takes years- depriving the individuals we serve of best available approaches. This presentation will focus on recent applications of matrix training approaches to teach complex tacts to children with autism spectrum disorder. Underlying principles and key steps will be reviewed to support integration into practice. As things do not always work in an ideal manner, suggestions or troubleshooting obtained results and personalizing procedures to match learner needs will also be provided. Objectives a. Attendees will describe the key steps of a matrix training approach. b. Attendees will describe the role of stimulus control in a matrix training approach. c. Attendees will list two troubleshooting strategies if expected results are not initially observed following matrix training.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Sarah Frampton is an assistant professor at the University of Nebraska Omaha in the Psychology Department. Before accepting a faculty position, Sarah served in leadership roles in organizations providing ABA services across the country including the May Institute, Inc. and the Marcus Autism Center. Sarah has published research on interventions related to teaching new s kills to learners with and without disabilities across the major behavior analytic journals. Sarah has served on the editorial board of the Journal of Applied Behavior Analysis and is currently on the editorial board for Behavior Analysis in Practice and The Analysis of Verbal Behavior. She was recognized with student research grants from 3 different Special Interest Groups within Association for Behavior Analysis International (ABAI), the award for Excellence in Behavior Analytic Research from Simmons University, and the Researcher of the Year Award from the Language and Learning Clinic at Marcus Autism Center.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.