47th Annual Convention; Online; 2021
All times listed are Eastern time (GMT-4 at the time of the convention in May).
|Effectiveness of Matrix Training for Language and Literacy Outcomes in Individuals With Autism Spectrum Disorders: A Systematic Review
|Saturday, May 29, 2021
|9:30 AM–9:55 AM
|Chair: Paul J. Simeone (PENDING)
Effectiveness of Matrix Training for Language and Literacy Outcomes in Individuals With Autism Spectrum Disorders: A Systematic Review
|PAUL J. SIMEONE (Proven Behavior Solutions; Mass General Hospital Institute of Health Professions), Ralf Schlosser (Northeastern University), Howard Shane (Boston Children's Hospital)
Given the high incidence of impairments in language in individuals diagnosed with autism spectrum disorder (ASD), there is a need for evidence-based interventions that target generative language in this population. The purpose of the current study is to determine the effectiveness of matrix training, also called a matrix strategy or a miniature linguistic system, in improving re-combinative generalization in instruction-following, expressive language skills, spelling, and reading interventions. Matrix training is a systematic framework for the organization of learning targets with the aim of improving generative language (Goldstein, 1983b). A systematic review methodology was used to reduce bias in searching, selecting, and coding treatment studies. A multifaceted search of over 20 bibliographic databases and trial registries was conducted, followed by ancestry and forward citation searches. Studies were subjected to a rigorous inclusion process, and 26 experimental studies were included. The study is currently in the data extraction phase. Using a pilot-tested coding form, at least two review team members will independently code all included studies to extract the identified data. Synthesis of the extracted data from randomized, quasi-experimental group designs, and single-case experimental designs will follow. Findings will have implications for informing evidence-based treatment to promote generative language for people with ASD. Goldstein, H. (1983b). Training generative repertoires within agent–action–object miniature linguistic systems with children. Journal of Speech & Hearing Research, 26(1), 76-89.
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