Journal Publications

The effectiveness of intensive ABA treatment in promoting generalization of learned responses
Alexis E. Hyde-Washmon, Catriona Borg-Hansen, Frank Carle, & Gerald E. Harris
Manuscript accepted by Journal of Applied Behavior Analysis for review.

One concern regarding Applied Behavior Analysis (ABA) treatment programs for children with autism is the degree to which responses learned in the therapy setting generalize to more naturalistic settings. Strain and Schwartz (2001) state that, “In these settings it is often difficult to identify a clear antecedent to or a clear consequence of behavior.” Two studies were conducted to systematically examine the generalization skills learned in an ABA treatment program setting to more typical environments. First, generalization to unfamiliar adults was examined, then generalization to new adults in new settings.

The first study examined generalization of learned compliance responses to unfamiliar adults acting as therapists for three children with autism. After establishing baseline with a therapist familiar to each child, data was taken on correct responses to instructions given by an unfamiliar person. It was found that, across children, compliance to a new person ranged from 60-90%. Length of time in treatment was not directly related to generalization of compliance. Generalization of responsiveness to unfamiliar adults appears to occur relatively early in discrete trial treatment.

The second study examined generalization of learned responses to unfamiliar people in unfamiliar environments. Two children with autism were observed in a regular pre-kindergarten environment. Each child’s responses to teacher instructions were measured. The children responded to instructions given to them individually at a rate of 58.77% and 47.66%. For instructions given to the entire classroom, response was at 47.66% and 14.08%. The results indicate that responses learned in intensive ABA treatment generalize best when instructions are directed to the children individually

© 2006 Texas Young Autism Project