![](https://www.cra-rhone-alpes.org/cid/opac_css/styles/grps-2/images/banniere75ppp.png)
Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
2 recherche sur le mot-clé 'matrix training'
![](./images/expand_all.gif)
![](./images/collapse_all.gif)
![Imprimer la page de recherche courante...](./images/print.gif)
![Tris disponibles](./images/orderby_az.gif)
Matrix Training With and Without Instructive Feedback / Jason C. VLADESCU ; Samantha L. BREEMAN ; Sharon A. REEVE ; Danielle L. GUREGHIAN in Focus on Autism and Other Developmental Disabilities, 39-2 (June 2024)
![]()
[article]
Titre : Matrix Training With and Without Instructive Feedback Type de document : Texte imprimé et/ou numérique Auteurs : Jason C. VLADESCU, Auteur ; Samantha L. BREEMAN, Auteur ; Sharon A. REEVE, Auteur ; Danielle L. GUREGHIAN, Auteur Article en page(s) : p.84-95 Langues : Anglais (eng) Mots-clés : instructive feedback matrix training recombinative generalization secondary targets tacts Index. décimale : PER Périodiques Résumé : The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching methods were effective, and all trained and untrained responses were acquired. Matrix training with instructive feedback was equally as efficient as non-overlapping matrix training and overlapping matrix training, requiring about the same number of sessions for each participant to acquire the responses. The findings demonstrated that establishing recombinative generalization through matrix training and instructive feedback is equally and maybe even more effective and efficient than matrix training in isolation in some circumstances. En ligne : https://dx.doi.org/10.1177/10883576231163522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528
in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.84-95[article] Matrix Training With and Without Instructive Feedback [Texte imprimé et/ou numérique] / Jason C. VLADESCU, Auteur ; Samantha L. BREEMAN, Auteur ; Sharon A. REEVE, Auteur ; Danielle L. GUREGHIAN, Auteur . - p.84-95.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.84-95
Mots-clés : instructive feedback matrix training recombinative generalization secondary targets tacts Index. décimale : PER Périodiques Résumé : The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching methods were effective, and all trained and untrained responses were acquired. Matrix training with instructive feedback was equally as efficient as non-overlapping matrix training and overlapping matrix training, requiring about the same number of sessions for each participant to acquire the responses. The findings demonstrated that establishing recombinative generalization through matrix training and instructive feedback is equally and maybe even more effective and efficient than matrix training in isolation in some circumstances. En ligne : https://dx.doi.org/10.1177/10883576231163522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder / Emily S. L. CURIEL in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)
![]()
[article]
Titre : Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily S. L. CURIEL, Auteur ; Judah B. AXE, Auteur ; Diane M. SAINATO, Auteur ; Howard GOLDSTEIN, Auteur Article en page(s) : p.55-64 Langues : Anglais (eng) Mots-clés : matrix training autism generative outcomes Index. décimale : PER Périodiques Résumé : Matrix training is an intervention that systematically programs for the occurrence of generative outcomes, mostly in the area of language. A literature search identified studies that evaluated matrix training with individuals with autism spectrum disorder (ASD). Based on 12 reviewed studies, we asked questions regarding participant characteristics, targeted skills, matrix designs, evidence-based teaching strategies, percentage of learning that occurred through direct teaching and recombinative generalization, and the quality of the studies. With 29 total participants, mostly preschool and elementary ages, the most common teaching strategy implemented was a discrete trial training paradigm targeting language development. Overall, findings suggest that matrix training produced an average of 69% of learning without direct teaching across the areas of language, play, sentence construction, and spelling. En ligne : https://doi.org/10.1177/1088357619881216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417
in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.55-64[article] Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Emily S. L. CURIEL, Auteur ; Judah B. AXE, Auteur ; Diane M. SAINATO, Auteur ; Howard GOLDSTEIN, Auteur . - p.55-64.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.55-64
Mots-clés : matrix training autism generative outcomes Index. décimale : PER Périodiques Résumé : Matrix training is an intervention that systematically programs for the occurrence of generative outcomes, mostly in the area of language. A literature search identified studies that evaluated matrix training with individuals with autism spectrum disorder (ASD). Based on 12 reviewed studies, we asked questions regarding participant characteristics, targeted skills, matrix designs, evidence-based teaching strategies, percentage of learning that occurred through direct teaching and recombinative generalization, and the quality of the studies. With 29 total participants, mostly preschool and elementary ages, the most common teaching strategy implemented was a discrete trial training paradigm targeting language development. Overall, findings suggest that matrix training produced an average of 69% of learning without direct teaching across the areas of language, play, sentence construction, and spelling. En ligne : https://doi.org/10.1177/1088357619881216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417