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Establishing generalization effects among autistic children

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Abstract

Although elusive, generalization of behavior change in autistic children is essential to obtaining maximum treatment effects. Using behaviorally based treatment and teachers and parents as trainers, generalization effects between home and school were measured on four behaviors: following instructions, washing, wiping bottom, and sharing toys. The results indicate that both settings were effective in establishing generalization. Behaviors treated in one setting generalized to another when children were provided with an opportunity for daily practice. Treatment with practice in other settings is possible in contrast to providing treatment on the same behavior in both settings.

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Author notes

  1. Steven M. Zifferblatt PhD

    Present address: The National Heart, Lung and Blood Institute, 20014, Bethesda, Maryland

Authors and Affiliations

  1. Peninsula Children's Center, Palo Alto, California

    Steven M. Zifferblatt PhD, Stephen D. Burton, Rob Homer & Trudy White

  2. Stanford University, USA

    Steven M. Zifferblatt PhD, Stephen D. Burton, Rob Homer & Trudy White

Authors
  1. Steven M. Zifferblatt PhD
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  2. Stephen D. Burton
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  3. Rob Homer
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  4. Trudy White
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Additional information

The investigators wish to thank the parents, Drs. David Burke, Gloria Leiderman, and the staff of Peninsula Children's Center, Palo Alto, California, for their support and cooperation.

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Zifferblatt, S.M., Burton, S.D., Homer, R. et al. Establishing generalization effects among autistic children. J Autism Dev Disord 7, 337–347 (1977). https://doi.org/10.1007/BF01540392

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  • DOI: https://doi.org/10.1007/BF01540392

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