The paper argues that issues of language generalization are better viewed as part of the broader issue of how individuals apply existing knowledge to familiar and novel situations. Children with speech or language impairments tend to be less flexible in applying knowledge and more vulnerable to linguistic processing demands. (Author/DB)

To produce spontaneous and generalized language use by severely disabled individuals, the language training context and content must be examined. Training methods can better approximate the conditions of natural language use when they involve: generation of spontaneous language responses to effect real-world changes, single performance "trials,"…

A social interaction intervention program implemented with three groups of preschool hearing-impaired children increased positive interaction, sharing, and conversation. Generalization of skills was observed when toys incorporated into intervention activities were presented during free-play probes. The importance of incorporating generalization…

The article presents a generalized program for improving critical judgment and facilitating intellectual progress in gifted students. It examines the development of a critical base of knowledge, generalizing past experience into a theoretical base, and applying a theory of knowledge in education. Examples from adult and elementary programs are…

As part of a pretest-posttest control group design, a questionnaire evaluated whether participation in reverse-role tutoring improved nonhandicapped students' attitudes toward behaviorally disordered fifth and sixth grade peer tutors. Improved attitudes did not generalize to another self-contained class of behavior disordered students. (JW)

The study compared the effectiveness of a peer model and an adult model in teaching an expressive language task to four autistic boys (ages 7-10). Results indicated that all children learned from both models and few consistent differences occurred across the two conditions. Generalization and maintenance was also consistently high in both…

Correspondence training (in which verbalized promises and accurate self reporting of their fulfillment were both reinforced) was used to improve the generalization of social skills training in three mentally retarded adult males. After correspondence training targeted behaviors increased in the generalization setting and this increase was…

A review of research on language handicapped, disadvantaged, and other children, indicates that incidental language teaching (natural unstructured interactions between adults and children and which allow adults to transmit new information and give children practice in developing communication skills) is a promising language intervention technique…

Discusses the use and significance of geologic generalizations. Provides examples of different types of geologic observations and describes how they relate to the way explanations are formulated. Proposes that the mentioned generalizations be regarded as "laws." (ML)

Assessed the relationship between individual facilitation skills and a set of personal variables, including age, race, sex, and years of experience, to determine whether human relations training affects individuals. Subjects were 103 second- and fifth-grade teachers in 13 schools. Results showed that training is effective in increasing…

Techniques for training a severely retarded blind client to exit his living unit during a fire drill used a combination of negative and positive reinforcement. Following a shaping procedure, the client learned to leave his living unit from any internal point through generalization training and subsequent test probes. (Author/CL)

Effects of receptive vs. expressive training of category labels on acquisition of generalized referential labels by six prelinguistic severely mentally retarded children (5-19 years old) were investigated. Data indicated that receptive training resulted in more accurate generalization to novel category members than did expressive training.…

Reports on a study (of 79 Navajo women) that compared the predictiveness of two types of learning experience (schooling and weaving) for pattern continuation skills across varying domains and contexts. Questions the notion that what is learned in particular experiences automatically improves skills in general. (KH)

Examination of training by classroom role-play with flashcards, classroom role-playing with slides, or classroom role playing with slides and in-vivo store training revealed a functional relationship between the combined slide and the in-vivo strategy and correct performance across a range of nontrained probe stores for four severely retarded Ss.…

Three specific skill areas in a training package to teach menstrual care skills to five mild to severely mentally retarded women were task analyzed and taught in a sequential manner. Results indicated that the package was successful; Ss continued to perform the skills up to five months after the study. (Author)