Time delay (TD) procedure is an effective procedure in teaching various skills to children with developmental disabilities. Moreover, research has shown that it is used with high treatment integrity (HTI). However, there are several barriers which may prevent delivery instruction with HTI. Therefore, this study was designed to compare the…

We reviewed twelve studies that used the constant time delay (CTD) procedure to teach chained tasks to individuals with developmental disabilities from years 1996-2006. Variables analyzed include types of tasks that have been taught with the procedure, how effective CTD has been in teaching participants, and whether researchers have investigated…

Several researchers have employed milieu therapy to address the communication needs of children with autism spectrum disorder (ASD). Thus, the purpose of this review is to examine milieu therapy, particularly, the environments and individuals involved in the training and the effectiveness of milieu therapy with children who have a diagnosis of ASD…

Generalization is the key to effective autism intervention--when children can apply new skills across settings, they'll make broad, long-term improvements in behavior and social communication. The first how-to guide to generalization is finally here! Practical and reader-friendly, this is the book that helps professionals take today's most popular…

This article offers theoretical principles and practical suggestions for teaching physical education to children with autism. It focuses on stimulus overselectivity in the autistic child, the problems it creates for prompting and generalization, and its implications for teaching physical education to this population. (DB)

Four autistic children, age 8-15, exhibited fewer correct responses to a stimulus as the number of stimulus components was increased from 1 to 4. Training was effective in producing some generalized increases in responses to complex stimuli. (Author/JDD)

Four preschool children with autism played "Follow-the-Leader," in which a normal peer demonstrated and physically prompted a variety of actions and object manipulations that defined the activity. Following training, all four subjects generalized their imitative skill to a new setting involving new actions and object manipulations. (Author/JDD)

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…

A 10-year-old autistic child was trained to imitate verbal prompts describing the child's motor responses. When intervention was introduced in the form of a gradual delay in the presentation of the verbal prompts, the child's spontaneous speech on trained items increased. Generalization and maintenance were analyzed. (Author/JDD)

Results of a study with four autistic students (ages five-nine) showed that a picture training procedure was effective in teaching a generalized response to questions for which the relevant cue was visible, whereas specific generalization programing was required for situations in which the relevant cue was not visible. (Author/DB)

When two nonhandicapped peers of an autistic five-year old were trained to initiate social interaction, social interaction increased and then dramatically decreased in a reversal phase, and no decrease in the autistic child's disruptive behaviors was observed. When the autistic child was trained to initiate interaction, social interaction…

A time delay procedure was used to teach three children (ages 5-9) with autism to ask the question "What's that?" when novel stimuli were presented, and generalization of the skill was assessed. Results suggest that children with autism can be taught to ask questions that lead to acquisition of new information. (Author/DB)

This book evolved from a conference convened to address critical issues in the education of children and youth with autism (Reston, Virginia, February 1980). Fourteen papers deal with critical issues in the education of autistic children and youth from perspectives of administrators, teachers, parents, researchers, and program developers. B.…

The effects of analog language teaching and natural language teaching on language generalization and long-term retention in 23 adults with autism and severe/profound mental retardation were examined. Natural language teaching was found to have many strengths and few drawbacks and to produce equal generalization and retention under conditions…