matrix training template is a matrix training sample that gives infomration on matrix training design and format. when designing matrix training example, it is important to consider matrix training template style, design, color and theme. we used most-to-least prompting to train the instructions along the diagonal of each matrix and probed the untrained combinations. arranging targets in a matrix and teaching along the diagonal of the matrix allows efficient instruction, in that skills are learned without direct teaching. this study extended the research on matrix training and video modeling to teach generative spelling to a child with autism. nina was a caucasian girl with a full-scale iq of 82. she scored in the 17 to 18 months, 27 months, and 22 months age equivalents on the receptive, expressive, and total communication subdomains of the bdi, respectively. in the probes of actions with previously known pictures, letters, and numbers, agreement was 100% for trey and rex and 94% for matt. following three sessions of 90% correct or higher on diagonal trained instructions and 50% correct or higher on nondiagonal untrained instructions, we conducted a series of baseline sessions in the next submatrix to ensure that the participant’s responding was stable. each probe session began with a warm-up in which the experimenter presented two to three known instructions (e.g., “touch your nose,” “clap your hands”), and compliance resulted in a preferred item or choice of preferred items. each session started with the experimenter presenting two to three known instructions (e.g., “touch your tummy,” “touch your ears”) and a choice of preferred items contingent on compliance.

## matrix training overview

we placed dots on the trained pictures for rex to connect, and given correct responding, we faded the intensity of the dots in two phases across two sessions. a second observer independently measured the integrity of the training and probe procedures in 22% to 24% of randomly selected probe and training sessions across participants. maintenance of responding was 80% to 100%, with the exception of two probes of nondiagonal untrained instructions in s1 at 50% correct. matt’s percentage of correct diagonal trained and nondiagonal untrained instruction following across the 36 instructions in the matrix. in the two additional 6 × 6 matrices of actions with previously known pictures and actions with previously known letters and numbers, matt, rex, and trey were 0% correct prior to training. when presented with an untrained instruction, trey exhibited rigid responding in that he often reached for but did not grasp a writing utensil and then pointed to the picture. nina did not meet criterion on untrained responding in tier 2 and did not complete training, a clear limitation of the study. in terms of other repertoires, matrices could incorporate letters and words with the same actions used in this study as well as letters and words on the vertical axis and prepositions on the horizontal axis (e.g., “write bed under the box,” “write shoe next to the box”). arranging skills in matrices with two or more types of words taught simultaneously and programming learning to emerge without direct teaching must occur to help children with autism gain the language and literacy skills needed to succeed.

the week prior to the training, attendees will receive training handouts and materials as well as a meeting link with instructions to join. the matrix model is a structured, multi-component behavioral treatment model that consists of evidence-based practices, including relapse prevention, family therapy, group therapy, psycho-education, and self-help, delivered in a sequential and clinically coordinated manner. the matrix model is an easy-to-use manualized treatment protocol that gives patients the skills and understanding they need to overcome addiction.

## matrix training format

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## matrix training guide

the matrix model is acknowledged by the national institute on drug abuse as an effective and scientifically-based approach. the matrix model also was listed as a recommended evidence-based treatment model in facing addiction in america: the surgeon general’s report on alcohol, drugs and health, a 2016 report released by the u.s. department of health and human services, office of the surgeon general. clare|matrix is a welcoming and supportive place where you’ll find a full range of treatment methods to help you overcome addiction to drugs or alcohol, and the behavioral health challenges that often accompany them.

this outcome is positive for practitioners as they may customize matrix training to meet the unique needs of their clients. first, the matrix is designed with two or more dimensions with the components of the target skills isolated on each axis (e.g., actions on one axis and objects on the other axis; fig. the purpose of this tutorial is to assist practitioners in using matrix training. both responses (i.e., “fire” and “fighter”) are evoked as a single unit under the control of the stimulus. when developing a matrix, consider the client’s skills within the targeted operant and the complexity of the skills to be trained and probed. these considerations are not unique to matrix training but may be of particular importance because the aim of matrix training is developing more refined stimulus control (frampton et al., 2019). the number of dimensions should be based on how many active variables one is aiming to manipulate. the established components could be grouped as a single component of the matrix and manipulated with respect to a new variable of interest (e.g., adverbs).

(2016, 2019) evaluated combinations of known components with other known components similar to those trained in the initial matrix. in nonoverlap training, the targets along the diagonal of a matrix are trained (see fig. two types of skills are taught in matrix training: (1) the components and (2) the combinations (goldstein, 1983). decisions of when and what to probe may be influenced by several factors, detailed in the following three considerations. if the target skills are intended to occur in a lean-reinforcement contexts (e.g., taking a spelling test), use of extinction or a lean schedule of reinforcement may be appropriate. when evaluating the effects of matrix training, it may be useful to mix probes for trained and untrained targets to permit the strongest analysis of obtained results. several suggestions for accomplishing this are included in supplemental material 2. trained targets may be sequenced as initially on the diagonal, then with overlapping targets, and then with the remainder of the untrained targets. matrix training is a system of planning two-component (or more) responses to teach and probe in which probed responses may emerge based on the concept of recombinative generalization. in addition, the components and combinations learned in one matrix may be learned in additional, generalization matrices.