Following a treatment program in which an invented morpheme was taught through either imitation or modeling procedures, generalization of 40 specific language-impaired young children was compared to that of 40 non-impaired children. The abnormal group generalized more following imitation teaching while the normal group generalized more following…

Five nonverbal severely mentally retarded and three nonverbal deaf children learned to use a sign-rehearsal strategy in one of two memory tasks. Generalization to a simpler task was accomplished for two Ss trained in a more complex task. (Author/CL)

Eight high school students with moderate and severe retardation were trained to locate 15 grocery items through Isolated In Vivo training and Simulation-Plus-In Vivo training. Results indicated that generalization was more likely when the range of stimulus variation in training examples was expanded via in-class simulations. (Author/CL)

A correspondence training procedure was used to develop consistency between children's verbalizations and subsequent behavior across increasingly remote settings and time. Generalization was obtained in the absence of any salient externally imposed contingencies after Ss had reliably come under control of verbalizations about preschool behaviors.…

Analyzes generalization failures. A format is provided for categorizing errors and linking them to stimulus characteristics present during training. Stimulus control serves as the pivotal concept that directs this error analysis, and provides the bridge between infrahuman research on generalization and the broader applied issue of obtaining…

Provides background on generalization exhibited by mentally retarded populations as viewed by behavior and cognitive psychologists, describes the failures to facilitate generalization, and offers an alternative explanation of such failures. This explanation describes the generalization process in terms of individual capacity for analogical…

The efficacy of speech training using meaningful versus nonmeaningful verbal stimuli with 10 severely and profoundly hearing-impaired elementary children was investigated. Results indicated that both syllable and word training improved imitative production of target phonemes in trained contexts. Word training was significantly more effective for…

A review of articles that report study results based on couple samples indicated response rates are rarely high enough for statistical inference. Four procedures that can be used to compensate for insufficient response rates (collecting information from nonparticipants, census comparisons, adjustment in analysis, and replication) are examined.…

Stimulus control is evident when a specific antecedent object or event (discriminative stimulus) increases the probability that a specific behavior will occur. A behavioral intervention is described whereby a teacher's stimulus control was successfully generalized to a paraprofessional playground aide. The generalization procedure increased the…

The effects of general case instruction for teaching street crossing to two individuals with moderate and severe mental retardation were examined. Results support the effectiveness and efficiency of general case instruction for teaching Ss to cross streets other than those on which they were trained. Implications for research on generalization and…

An analysis was made of three generalization effects after acquisition of one or more training exemplars by 12 severely/profoundly retarded students. Following acquisition of one or two exemplars, generalization occurred 100 percent, 62 percent, and zero percent across settings, for exemplars of varying stimulus features and for exemplars of…

The author analyzes evidence from 10 studies on early intervention (EC 181 136--181 145) in terms of the nature and quality of documentation. Qualified support for casual inference in most of the studies is cited along with problems in determining generalizability of findings. (CL)

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…

Generalization of habituation along a form dimension was investigated with 12 nonambulatory, profoundly mentally retarded children. Fixation times decreased over habituation trials and increased during test trials. No differences in fixation times to test stimuli were found in the group data, and analyses of individual subject data indicated that…

Research on spelling performance of learning disabled students is reviewed and a case study cited to show that LD students can learn transferrable information about spelling through a procedure incorporating imitation, modeling, and practice. (CL)