Cross-setting generalization of manual signs to verbal instructions with severely retarded children

Abstract

This study assessed the effects of a procedure of transfer of stimulus control on the cross-setting generalization of manual signs with three severely retarded children. The procedure was designed in order to have the subjects perform appropriate signs to verbal instructions. The dependent variables consisted of manual sign responses at probe sessions in the classroom and on the ward to assess generalization of training across settings and persons, as well as the percentage correct verbal imitations of instructions used during training. The results, gathered within a multiple baseline design across responses show that: Performance of manual signs to verbal instructions generalized across settings, yet acquired signs did not facilitate S's production of the appropriate referent within a verbal imitation paradigm. The importance of choosing appropriate signs is emphasized.