Matrix training of instruction following of pre-academic skills with preschoolers with autism.

摘要

Four children with autism participated in a study evaluating the effects of matrix training on following trained and untrained action-picture instructions (e.g., circle the pepper, underline the deer). Matrix training is a generative approach to instruction as constituents of phrases are arranged in a matrix and some combinations are taught and others emerge without direct teaching. Six actions and six pictures were each arranged on an axis of matrices. Errorless teaching was used to train the instructions along the diagonal of the matrices and probes were administered to assess learning. A multiple probe across behaviors design was employed. Two participants readily followed untrained instructions with the minimal number of trained instructions. Two participants required training on more than the minimal number of instructions to demonstrate generalization to untrained instructions. Three of the four participants followed instructions to perform the actions with previously known pictures, letters, and numbers. This study extended previous research by using matrix training to teach picture identification and writing skills to preschoolers with autism. Matrix training is an efficient approach to instruction and can be used to prepare young children with autism to follow instructions to complete academic assignments.