The current study compared the use of serial and concurrent methods to train multiple exemplars when teaching receptive language skills, providing a systematic replication of Wunderlich, Vollmer, Donaldson, and Phillips (2014). Five preschoolers diagnosed with developmental delays or autism spectrum disorders were taught to receptively identify…

Four young children with severe and moderate handicaps were taught to generalize play responses. Across the four participants, training to generalize within-toy sets resulted in complete between-class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. (Author/CL)

Procedures are proposed for increasing the accuracy of generalization assessment in applied behavior analysis with behavior problem populations by accounting for the degree of natural covariation between treated and untreated behaviors. (Author/DB)

Three severely handicapped adolescents were trained, using a picture prompt package, to complete three complex vocational or daily living tasks. All students required many training sessions to learn the first training task, but generalized their use of the pictures across settings without additional training. They needed substantially reduced…

An instructional procedure composed of a graded sequence of prompts and token reinforcement was used to train three mildly/moderately retarded males (12 to 24 years old) in a complex chain of behaviors which included sorting, washing, and drying clothes. Follow-up probes demonstrated maintenance of laundry skills over a 10-month period. (Author)

Six severely handicapped clients were taught to perform upkeep responses on their air conditioner-heating unit, electric range, refrigerator, and electrical appliances. Results showed acquisition, long-term maintenance, and generalization of upkeep skills to a nontraining apartment. General task analyses were recommended for assessment and…

Results indicated that socially unskilled, learning disabled children (8 to 10 years old) can be taught to respond appropriately to role-play situations. However, improved performance did not generalize to the natural school setting and treatment did not affect ratings of peer acceptance. (Author)

The effects of a generalization training procedure on requesting by four adult subjects with Broca's aphasia were examined. Results revealed that generalization effects were greatest when trainers, as opposed to unfamiliar volunteers, served as conversational participants. Subjects' requests increased to a level comparable to a normal comparison…

A script fading procedure was effectively used to teach 4 children (ages 9 and 12) with autism to initiate interactions with peers. Increased initiations (to within normal levels) generalized to a different setting, and for three of the children were maintained at two-month follow-up. (Author/DB)

Three adolescent boys with autism were taught to offer assistance to a person stating inability to complete a task. Generalization of skills in a variety of settings varied across youths, although all three boys showed some transfer of skills to all conditions. (Author/DB)

Three autistic boys, aged 6-7, observed videotaped conversations consisting of 2 people discussing toys. Subsequent assessment of the boys using untrained topics of conversation, new stimuli, new persons, and other settings indicated that the children learned through video modeling, generalized their conversational skills, and maintained…

This response to Chandler et al. (EC 604 147) suggests that generalization of social competence training be viewed from both functional and topographical perspectives which have scientific and practice biases, respectively. The paper proposes a generalization-discrimination continuum along which behaviors may be placed for optimum utility. (DB)

Three moderately retarded students were taught to initiate and expand on conversational topics through actual conversations with nonhandicapped peers. Training generalized to natural contexts. Results were socially validated by undergraduates who rated tapes of two of the students' conversations during training phases as more socially competent…

A sibling training procedure consisting of direct prompting and modeling across three pairs of siblings revealed that direct prompting was effective for increasing reciprocal interactions between severely retarded and nonhandicapped siblings and increasing levels of initiations and responsiveness to initiations. (CL)

Staff were taught use of training and self-management skills through a sequence of written instructions, videotaped and live modeling, rehearsal, and videotaped feedback. Results indicated that staff learned to use the training skills appropriately and consistently, applied the skills in the generalization situations, and maintained skills with…