Transfer of verbal responses across instructional settings by autistic-type children

Abstract

This investigation assessed the generalization of verbal behavior by autistic-type children across different settings. Six youngsters who learned responses to common questions under two different training conditions at school were probed to determine transfer of learning to a novel instructional environment. Four children demonstrated only low rates of generalization to a novel environment regardless of the type of training. The other two children generalized most responses across settings irrespective of the original training conditions.