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Setting generality and stimulus control in autistic children.

A Rincover, R L Koegel

Journal of Applied Behavior Analysis

|January 1, 1975

Summary

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This study examined how autistic children transfer learned behaviors to new environments. Results show that specific environmental cues, not just the learned behavior, are crucial for successful generalization in children with autism.

Area of Science:

Behavioral Psychology
Developmental Psychology
Autism Spectrum Disorder Research

Background:

Generalization of learned behaviors across settings is a critical goal in autism interventions.
Deficits in setting generality can limit the real-world effectiveness of behavioral treatments for autistic children.

Purpose of the Study:

To assess the transfer of treatment gains in autistic children from a treatment setting to a novel, extra-therapy environment.
To identify the specific variables responsible for deficits in setting generality.

Main Methods:

A two-phase study involving 10 autistic children learning new behaviors.
Phase 1: Assessment of behavior transfer to a novel setting.
Phase 2: Stimulus control analysis for children who failed to transfer, using a reversal design.

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Main Results:

Four out of 10 children failed to demonstrate transfer of learned behaviors to the new setting.
These children exhibited extreme selective responding to incidental stimuli present during initial training.
Transfer was achieved in the extra-therapy setting once the functional training stimulus was identified and introduced.

Conclusions:

Incidental stimuli can exert bizarre stimulus control, hindering setting generality in autistic children.
Interventions must consider and control for environmental stimuli to promote effective generalization of treatment gains.