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<p>Students with autism or other developmental disabilities often experience delays in language development, particularly in constructing syntactically appropriate sentences. This study evaluated the effectiveness of matrix training in teaching Subject–Verb–Object (S–V–O) sentence construction to 14 Chinese-speaking students with autism or other developmental disabilities. The study was conducted in two phases. Phase 1 employed a concurrent multiple-baseline design across three participants to evaluate experimental control. Phase 2 used pre- and post-probes with 11 additional participants to replicate the findings across settings. Across both phases, participants received direct instruction on four diagonal S–V–O sentences within a three-dimensional matrix. Results indicated rapid acquisition of trained sentences, recombinative generalization to untrained S–V–O combinations within and across matrices, and maintenance of responding one month following instruction. These findings support matrix training as an efficient instructional strategy for promoting recombinative sentence construction in special education settings.</p>

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Teaching Subject–Verb–Object Sentences to Students with Autism or Other Developmental Disabilities through Matrix Training

  • 期刊论文

  • 发表日期：

    2026年7月20日

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  • Liming Zhou,
  • Xiaoyi Hu,
  • Xiumei Hu,
  • Jiaying Hao,
  • Xinyu Chen,
  • Junyan Chen,
  • Shan Lin,
  • Jiamei Zhao,
  • Jie Yang,
  • Fang Yuan

摘要

Students with autism or other developmental disabilities often experience delays in language development, particularly in constructing syntactically appropriate sentences. This study evaluated the effectiveness of matrix training in teaching Subject–Verb–Object (S–V–O) sentence construction to 14 Chinese-speaking students with autism or other developmental disabilities. The study was conducted in two phases. Phase 1 employed a concurrent multiple-baseline design across three participants to evaluate experimental control. Phase 2 used pre- and post-probes with 11 additional participants to replicate the findings across settings. Across both phases, participants received direct instruction on four diagonal S–V–O sentences within a three-dimensional matrix. Results indicated rapid acquisition of trained sentences, recombinative generalization to untrained S–V–O combinations within and across matrices, and maintenance of responding one month following instruction. These findings support matrix training as an efficient instructional strategy for promoting recombinative sentence construction in special education settings.