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Abstract
The differential generalization of components within and across funtional skills was investigated. Three components were examined, each defined accordingly to a recently developed conceptual model of daily activities, or routines: tge core actions necessary to complete the task, the preparation needed to get ready for the routine, and the termination steps involved in ending the activity. Eight students with severe handicaps were taught the core components of two routines and either to prepare or terminate components in a balanced design. Performance on the untrained component was related to performance on the same component of the other routine or the different component of the same routine by means of concomitant time series analysis (lagged regression analysis of the detrended time series adjusted for autocorrelation). The results revealed large individual differences and significant main effects due to type of activity, with a less striking tendency for the same components to generalize across routines.