Generalization of Skills Acquired in Language for Learning by Young Children with Autism Spectrum Disorder

摘要

Language deficits are a characteristic of individuals with autism spectrum disorder (ASD). Language for Learning is a promising curriculum for this population; it directly addresses language skills and contains several effective instructional strategies for learners with ASD. However, research on this curriculum for learners with ASD is limited, and to date research has not examined whether skills acquired in Language for Learning generalize to novel stimuli. The purpose of this study was to evaluate the effects of Language for Learning for producing generalization of expressive labeling skills to untrained visual stimuli by two children with ASD using a multiple probe across behaviors design. Results indicate that Language for Learning was effective in producing generalization to untrained stimuli and to a novel person. Further, gains maintained 6-8 weeks after the intervention was terminated. The implications of these results for future research on Language for Learning are discussed.