Generalization by Autistic‐type Children of Verbal Responses Across Settings

Handleman, Jan S.

doi:10.1901/jaba.1979.12-273

Cited by 44 publications

(16 citation statements)

References 16 publications

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“…Faw, Reid, Schepis, Fitzgerald, & Welty, 1981) of whether spontaneous signing would transfer to locales outside of the treatment situation (i.e., setting generality) or from the treatment agent to others not initially associated with treatment (i.e., generalization across adults). Setting generality is often difficult to achieve with normal children (Wahler, 1969) and especially difficult with autistic children (Handleman, 1979;Rincover & Koegel, 1975). Further, generalization across adults is seldom achieved without explicit programming (Stokes, Baer, & Jackson, 1974).…”

mentioning

confidence: 99%

Acquisition of Sign Language by Autistic Children Ii: Spontaneity and Generalization Effects

Carr¹,

Kologinsky²

1983

J of App Behav Analysis

178

100

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Autistic children typically do not use their language repertoire in order to communicate.Six autistic children who exhibited poor communication skills were trained to use their sign repertoire to make spontaneous requests of adults. Training consisted of imitative prompting, fading, and differential reinforcement, and included aspects of incidental teaching. The children displayed an increase in the rate and variety of spontaneous sign requests (Experiment 1). Generalization of spontaneity across adults (Experiments 1 and 2) and settings (Experiment 2) was also observed. We suggest that spontaneity may be facilitated when language is brought under the control of broadly defined stimuli such as adult attention rather than narrowly defined stimuli such as the presence of specific objects or verbal prompting in the form of questions. Finally, response generalization was observed as well (Experiment 1). Specifically, as spontaneity increased, selfstimulatory behavior decreased. This result may be accounted for in terms of reinforcer competition, reinforcer consistency, or discriminative stimulus effects.

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mentioning

confidence: 99%

Acquisition of Sign Language by Autistic Children Ii: Spontaneity and Generalization Effects

Carr¹,

Kologinsky²

1983

J of App Behav Analysis

178

100

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show abstract

“…Specifically, training was conducted in different settings (Handleman, 1979) and training was conducted by several trainers (Stokes, Baer, & Jackson, 1974). This training component was implemented while each resident received instruction in coordinated leg and arm movements.…”

Section: Methodsmentioning

confidence: 99%

Leisure‐dance Instruction for Severely and Profoundly Retarded Persons: Teaching an Intermediate Community‐living Skill

Lagomarcino

Reid

Ivancic

et al. 1984

J of App Behav Analysis

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We evaluated an approach for teaching an intermediate community living skill via a leisure-dance activity to institutionalized severely and profoundly retarded persons. The targeted skill was considered as intermediate in contrast to a community living skill per se because it was based on successful performances of higher functioning, noninstitutionalized retarded persons as opposed to nonhandicapped individuals. Definitions for appropriate dancing were established and then validated through observations of the performance of retarded persons living in the local community. The dance skills were then taught to four participants through serial training in leg movements, arm movements, and coordinated leg and arm movements, plus follow-up trainer supervision. Generalization was also programmed by way of multiple trainers and training settings. Results during structured assessments showed that all four residents acquired the dance skills and that both serial training and follow-up supervision were necessary for skill acquisition. Generalized increases in appropriate dancing at dances attended by the participants and retarded persons from the community were also demonstrated. However, in most cases some active supervision by caregivers was needed to enhance the generalized improvements. Results are discussed in terms of the applicability of this approach for validating goals when training other community-related skills to lowfunctioning poptdations.

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“…Similarly, Foxx, Faw, McMorrow, Kyle, and Bittle (1988) Other applied behavior analytic approaches have been developed for bringing more functional verbal behavior under the control of a range of stimuli and settings. These approaches have included using multiple varied stimuli and settings during training (Handelman, 1979(Handelman, , 1981, using time delay techniques to bring persons under the control of stimuli other than instructional prompts (e.g., cookies vs. "Say 'I want cookie"') (Halle, Baer, & Spradlin, 1981;Charlop, Schreibman, & Thibodeau, 1985), and milieu language training procedures (Warren & Bambara, 1989). Such techniques have often resulted in more spontaneous verbal performance in particular settings (Koegel, O'Dell, & Koegel, 1987).…”

Section: Establishing Performance Across Untrained Stimulus Conditionsmentioning

confidence: 99%

Establishing verbal repertoires: Toward the application of general case analysis and programming

O’Neill

1990

Analysis Verbal Behav

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A great deal of clinical and experimental work in past decades has focused on establishing functional verbal repertoires that are used across various settings and situations by persons with moderate and severe disabilities. Such work has not always involved a careful analysis and programming approach for structuring training to achieve the desired range of stimulus control relationships. General case analysis and programming procedures, which are based on behavior analytic and Direct Instruction principles and techniques, have proven effective in recent years for teaching a variety of community-based skills to leamers with moderate and severe disabilities. This paper outlines the general case process and discusses its application to establish verbal repertoires.

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Generalization by Autistic‐type Children of Verbal Responses Across Settings

Cited by 44 publications

References 16 publications

Acquisition of Sign Language by Autistic Children Ii: Spontaneity and Generalization Effects

Acquisition of Sign Language by Autistic Children Ii: Spontaneity and Generalization Effects

Leisure‐dance Instruction for Severely and Profoundly Retarded Persons: Teaching an Intermediate Community‐living Skill

Establishing verbal repertoires: Toward the application of general case analysis and programming

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