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- Hi, my name is Brianna Snyder
and I'm a BCBA with Brett Dinovi & Associates.
In this video today we're going
to talk about matrix training.
When you think of a matrix,
what is your first thought?
Do you think Keanu Reeves in the Matrix
or do you think matrix training?
If you're watching this, fortunately for you,
as long as you're here for the AVA knowledge,
we're talking about matrix training.
This video will cover
fifth edition task list topics G-11 and G-21.
Matrix training is a generative teaching approach
in which words are arranged in a matrix
so that some phrases are taught
and others emerge without direct teaching.
Research has shown matrix training
to be effective in generating emergent multi-word tasks
and can be used to teach listener skills.
Other examples in which matrix training can
be utilized include teaching learners
how to spell and engage in a socio-dramatic play.
Matrix training can be used to teach more
than just verbal behavior, but for the purpose of
this video we will be mainly focusing on language.
In order to understand matrix training,
it is important to touch on generative learning
and recombinative generalization.
Generative learning occurs when previously acquired skills
accelerate the acquisition of other skills
without direct teaching or prior history or reinforcement.
An example of generative learning is behavioral cusps.
Behavioral cusps are any change in behavior
that allows a learner to contact new contingencies.
A behavioral cusp exposes the learner
to new environments, new reinforcers and punishers,
new responses, and new contingencies.
For example, when a child begins
to emit echoic, tact, and listener behaviors,
new mands and tacts can be acquired
without direct teaching or prior reinforcement history.
When new combinations of verbal behavior emerge,
the child is able to access new contingencies
in the environment.
When a learner has the ability
to successfully utilize these behaviors
they will be able to engage in social interactions
with peers, thus contacting new reinforcers.
Recombinative generalization is defined
as the differential responding to novel combinations
of stimulus components that have been included previously
in other stimulus contexts.
The components of trained combinations are arranged
in new combinations based on environmental requirements.
For example, a learner previously learned
to respond, "Green triangle,"
in the presence of a green triangle,
and, "Orange square," in the presence of an orang square.
Without any prior learning history,
when presented with an orange triangle,
the child was able to respond, "Orange triangle."
If a child is able to accurately respond
to orange triangle without a prior learning history,
recombinative generalization has occurred.
Another example would be using matrix training
to teach prepositions expressively.
A learner previously learned to place a fork
to the left of a plate when instructed to do so,
and a knife to the right of the plate
when instructed to do so.
Recombinative generalization has occurred
if the learner is able to place a fork
to the right of the plate
without any prior learning history.
When targets are arranged in a matrix
and you teach along the diagonal of the matrix
skills are acquired without direct teaching
thus this makes for an efficient teaching strategy
especially given that most of us clinicians
are pressed for time.
This is not to say that you should cut corners
by any means whatsoever.
Training down the diagonal of the matrix allows
for exposure to all stimuli the learner will encounter
in generalization probes.
This is just a perfect example of an effective
and efficient way of teaching multi-word phrases
without having to teach every single phrase separately.
Another example can be found
in Ax and Sainato's article regarding matrix training.
They taught preschoolers with autism to follow instructions
to perform action-picture combinations.
There were six actions on one axis
and six pictures on the other axis.
The instructions along the diagonal of the matrix
were trained, and instructions outside
of the diagonal were probed for generalization.
This study demonstrated that matrix training
is an efficient and effective approach
when teaching language and literacy skills.
Matrices can come in all sizes
as long as two concepts are being taught.
For example, a two-by-two matrix can be used
to teach colors and shapes.
On one axis there will be two colors.
On the other axis there will be two shapes.
So, in total there will be four color-shape combinations.
If two out of four combinations are trained
the other two should emerge without direct teaching.
When setting up a matrix training program
you must first determine what it is you'd like to teach.
Pick something that is individualized to the learner
and is a functional skill.
Once you determine what it is
you're going to teach, decide how big
the matrix is going to be.
It must be at least a two-by-two matrix
meaning there should be at least two variations
of the phrase being taught on each axis of the matrix.
Each axis of the matrix should be one category.
For example, one axis is strictly colors
while the other axis strictly shapes.
Once the matrix is setup, initially probe all combinations.
When conducting the probes,
you should provide reinforcement for correct answers.
If the learner is incorrect,
do not provide corrective feedback.
You can continue to probe the other combinations
or if there is nothing left to probe
move on to something else within the session.
If the learner is continuing
to get the responses incorrect,
you can still provide reinforcement for sitting
at the table with you, attending to the stimuli,
or for working in general.
If the learner responded correctly
to a combination during baseline
and it was on the diagonal of the matrix
you do not have to explicitly teach this response
but it is important to probe the combinations often
when conducting maintenance checks.
Now that you have your baseline data
teach the first two combinations
on the diagonal of the matrix.
Teach the responses one at a time until they are mastered.
Once the two combinations are taught
and the learner has mastered them,
probe for generalization by testing
the other combinations in the sub-matrix
surrounding the diagonal.
If the learner did not generalize, you will need
to go back and directly teach the combinations
that were not generalized.
As the matrices get bigger, it is important
to probe more frequently.
For every two responses taught
from the diagonal of the matrix, you should probe
the responses in the sub-matrix surrounding it.
As always you should continue
to do monthly maintenance checks to ensure
this skill is maintaining across time.
This is a great teaching approach
because learners are able to emit untrained responses
that were not previously taught.
This is a time saver for all of us
who can never seem to find enough time in a day.
Not only is it efficient, but research demonstrates
that this is an effective teaching method.
It should be noted that not every learner
is going to benefit from this teaching method.
If there are challenging behaviors
that are impeding learning, I would not recommend
starting matrix training.
Your learner should have basic attending skills
have the ability to stay on task
during discrete trial training, and be able to generalize.
If you have a learner who does not generalize easily
this may not be the teaching method for them.
Thank you so much for watching the video.
If you'd like to help us disseminate
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