Trained preschoolers and adults on three sets of successive discriminations with stimuli labeled A, B, and R. Tested for derived stimulus-response relations and stimulus-stimulus relations. Adults displayed class-consistent B-R and A-B performances over all conditions. Children's display of class-consistent B-R performance varied by training…

Eight children in a special preschool for children with language delay learned 57 two, three, and four-word syntactic forms. Forty-two of the forms generalized to Subjects' spontaneous language in free play. There was a relationship between the complexity and potential functions of the treated forms and their generalization to free play. (CL)

Empirically tests the prediction of the situational specificity hypothesis of personnel selection that states that if the situation is held constant, then validity findings will not vary. Results showed that variation in observed validities is due to statistical and measurement artifacts that are unrelated to situations and settings. (LLL)

The study examined the extent to which generalization of correct phoneme production occured in various speaking environments and across word positions without direct training with three preschoolers with articulation disorders. Results indicated that generalization occurred in the two speaking environments without direct training. The extent to…

Within a multiple baseline across behaviors design, four hearing impaired children (six to 13 years old) who initially omitted final consonants in words were taught to produce final /k/ and /v/ in a contrast training procedure. Results showed that Ss generalized both final target sounds to a high degree in spontaneous and non-spontaneous contexts.…

Reviewed the 425 articles from five volumes of the Journal of Counseling Psychology (JCP). Results showed around 70 percent included samples obtained from university populations; 54.4 percent specified limitations and 38.44 percent did not. Gelso's response addresses the suggestion that the JCP is basically concerned with academic environments.…

A specifically programed generalization package (structured academic program, high expectations, parental involvement, reduction of differences in learning environments, and provision of natural reinforcement in regular classroom) was effective in increasing spelling retention across time and settings for 20 poor spellers (grades four to five).…

Multiple baseline analysis of responses of three autistic children (5-12 years old) revealed that unpredictable supervision (in which the therapist was present on a random, intermittent, and unpredictable basis) produced much higher levels of on-task responding during the therapist's absence. Analysis of work completed during the therapist's…

A study of social interaction intervention with two dyads of young severely handicapped and nonhandicapped children supported a programing for generalization approach. (CL)

Strategies to promote generalization among special education students moving to regular classrooms include changing reinforcement, cues, materials, response set, dimensions of the stimulus, settings, and teachers. Each strategy is addressed and a form to plan and monitor generalization offered. (CL)

Examined generalizability of treatment studies by comparing solicited and nonsolicited patient groups treated or studied in clinical settings. Findings suggest it may be possible to generate comparable samples in terms of pretreatment symptomatology, however, data are too limited to permit conclusions regarding generalizability of treatment…

A modified incidental-teaching procedure was used to increase the receptive language skills of two autistic youths with previous institutionalization. Percentage of correct, unprompted object identifications increased when the incidental-teaching package (gestural prompts, behavior-specific praise, and contingent access to lunch-making supplies)…

Three profoundly retarded adults who were taught action-object responses learned the verbal elements in the instructions they were directly taught and responded to these elements in novel recombined instructions. (Author/CL)

The authors review research on promoting positive social behavior of severely handicapped students and analyze the research in terms of those factors that have been found to influence generalization. Practical implications are drawn regarding ways to better foster generalization of the positive social behaviors of severely handicapped students.…

Imitative responding was first established and then reinforced only in the presence of one stimulus and not in the presence of another. Subjects were three institutionalized, severely subnormal boys. (Author)