Generalization Across Instructional Settings by Autistic Children

Abstract

This investigation attempted to assess generalization from a child's school to a novel instructional setting by comparing training in single vs. multiple rooms. Five boys were taught answers to common questions either in their own classrooms or in two different rooms. While results of the study indicated that responses taught in school did not automatically generalize to a day-care center, four of the five boys demonstrated relatively high rates of responding. In addition, these boys generalized more responses when taught in multiple classrooms; the reverse was true for the others. Stimulus similarity of the two instructional settings may have accounted for the high rates of generalization.