Untaught matrix combinations may emerge when learned components recombine under appropriate stimulus control. The team must preserve those cells from direct teaching, define an independent response, and probe them under planned conditions. Correct responding shows recombinative generalization for those combinations and conditions. It does not establish that every cell, setting, communication partner, or future example will emerge.
Define untaught matrix combinations
A cell is untaught only when the target combination has received no direct instruction, prompt, correction, rehearsal, or answer exposure that invalidates the planned comparison. Incidental experience should be recorded when known.
Require a clean probe
State the stimulus, cue, response window, accepted response forms, ordinary supports, consequence, and prompt rule. Keep teaching staff from coaching the held-out response. The Ethics Code addresses assessment, documentation, and evaluation.
Use the small studies precisely
In a five-child study, four participants showed recombinative generalization within the trained matrix and a generalization matrix; one needed diagonal training across multiple matrices. A three-child study reported varying degrees across participants.
Use the broader review cautiously
The systematic review found 26 single-case studies and 65 participants across instruction-following, expressive language, play, and literacy outcomes. Eighteen studies met standards with or without reservations. Grouped results cannot predict an individual response.
A practical example
After three trained location-object combinations, Mateo correctly demonstrates 4/6 reserved cells. Two cells remain unlearned. The record calls this 4/6 untaught-combination performance and plans direct teaching only after reviewing their importance and access.
Questions families can use
Was the combination truly held out? Were prompts absent? Which supports remained available? Is the claim within one matrix or across new materials? Which unlearned cells are meaningful enough to teach?
Sources
- Behavior Analyst Certification Board, BCBA Test Content Outline, 6th edition
- Curiel and colleagues, A Tutorial for Implementing Matrix Training in Practice
- Curiel and colleagues, Matrix Training for Expanding the Communication of Toddlers and Preschoolers With Autism Spectrum Disorder
- Niland and colleagues, Comparing Matrix-Training Procedures with Children with Autism Spectrum Disorder
- Frampton and colleagues, The Use of Matrix Training to Promote Generative Language with Children with Autism
- Simeone and colleagues, Miniature Linguistic Systems for Individuals With Autism Spectrum Disorder: A Systematic Review and Meta-Analysis
- Behavior Analyst Certification Board, Ethics Code for Behavior Analysts
- American Speech-Language-Hearing Association, Augmentative and Alternative Communication
Finni resources
