Matrix Training for Toddlers with Autism Spectrum Disorder and Other Language Delays

Autor/inn/en	Curiel, Emily S. L.; Sainato, Diane M.; Goldstein, Howard
Titel	Matrix Training for Toddlers with Autism Spectrum Disorder and Other Language Delays
Quelle	In: Journal of Early Intervention, 40 (2018) 3, S.268-284 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815118788060
Schlagwörter	Autism; Pervasive Developmental Disorders; Toddlers; Teaching Methods; Receptive Language; Language Impairments; Generalization; Preschool Education; Preschool Children; Child Development; Measures (Individuals); Communication Skills; Pretests Posttests; Intervention; Training; Video Technology; Observation; Battelle Developmental Inventory + Suchen Sie Ihr Suchwort? Autismus; Infant; Infants; Toddler; Kleinkind; Teaching method; Lehrmethode; Unterrichtsmethode; Rezeptive Kommunikationsfähigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Kindesentwicklung; Messdaten; Kommunikationsstil; Ausbildung; Beobachtung
Abstract	Although matrix training is an intervention technique designed to promote generative language, it has not been applied widely to toddlers with autism spectrum disorder (ASD) despite the benefits it may have for this young population. We investigated the use of matrix training to teach generative receptive language to toddlers with ASD and other language delays. Three participants were systematically taught to respond to instructions organized in action-object instruction matrices. Recombinative generalization probes were administered to determine if untrained action-object instruction following occurred without direct teaching in a multiple probe design. Although recombinative generalization was partial, approximately 30% of the learned action-object instructions occurred through direct teaching, whereas the other 70% of learning occurred through generalization. Matrix training provided a systematic teaching framework for facilitating generative language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01