Generalization in Operant Speech Therapy for Misarticulation

Griffiths, Heather; Craighead, W. Edward

doi:10.1044/jshd.3704.485

Cited by 36 publications

(13 citation statements)

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“…In Experiment 2, the use of five different training settings was consistent with the strategy of using multiple exemplars and was correlated with strong setting generality. That is not to say that five settings per se were necessary; in fact, other data (e.g., Griffiths & Craighead, 1972) suggest that generality may be obtained by training in as few as two settings. Moreover, the generalization that was produced cannot be attributed solely to multiple exemplar training because a second strategy was used concurrently: programming common stimuli.…”

Section: Methodsmentioning

confidence: 99%

Acquisition of Sign Language by Autistic Children Ii: Spontaneity and Generalization Effects

Carr¹,

Kologinsky²

1983

J of App Behav Analysis

178

100

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Autistic children typically do not use their language repertoire in order to communicate.Six autistic children who exhibited poor communication skills were trained to use their sign repertoire to make spontaneous requests of adults. Training consisted of imitative prompting, fading, and differential reinforcement, and included aspects of incidental teaching. The children displayed an increase in the rate and variety of spontaneous sign requests (Experiment 1). Generalization of spontaneity across adults (Experiments 1 and 2) and settings (Experiment 2) was also observed. We suggest that spontaneity may be facilitated when language is brought under the control of broadly defined stimuli such as adult attention rather than narrowly defined stimuli such as the presence of specific objects or verbal prompting in the form of questions. Finally, response generalization was observed as well (Experiment 1). Specifically, as spontaneity increased, selfstimulatory behavior decreased. This result may be accounted for in terms of reinforcer competition, reinforcer consistency, or discriminative stimulus effects.

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Section: Methodsmentioning

confidence: 99%

Acquisition of Sign Language by Autistic Children Ii: Spontaneity and Generalization Effects

Carr¹,

Kologinsky²

1983

J of App Behav Analysis

178

100

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“…Research investigating the facilitation of stimulus generalization has, for the most part, attempted to minimize the effects of stimulus control (Garcia, 1974;Griffiths & Craighead, 1972). Numerous authors suggest that many severely disabled children may be bound to the specific physical elements of the stimulus situation and as a result are restricted in their ability to transfer learning from one situation to another (Hamilton, 1966;Rincover & Koegel, 1975).…”

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confidence: 98%

“…1974; Kale, Kaye, Whelan, & Hopkins, 1968) and intraclinical settings (Griffiths & Craighead, 1972;Rincover & Koegel, 1975).…”

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confidence: 99%

Generalization from school to home with autistic children

Handleman

Harris

1980

J Autism Dev Disord

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This investigation assessed the generalization of verbal behavior from school to home with three autistic boys. The study attempted to expand upon previous research by Handleman (1979) by analyzing the effects of single versus multiple trainers on generalization. By the use of a multiple-baseline design counterbalanced for treatment condition, the three youngsters were taught responses to common questions in two school settings and were probed to determine transfer of learning to their homes. All three children demonstrated greater generalization when they received training at varied locations as opposed to instruction in a single setting. Results of the study suggest that manipulating the school environment to more closely simulate home conditions may facilitate transfer of treatment gains to the natural setting.

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“…The terms transfer, generalization and carryover are used interchangeably in the literature (Costello and Bosler, 1976;Griffiths and Craighead, 1972;McLean, 1976;Mowrer, 1971;Wing and Heimgartner, 1973).…”

Section: Chapter II Review Of the Literaturementioning

confidence: 99%

A comparison of the effects of non-operant and operant carryover techniques for /l/

Tremblay¹

2000

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Developing strategies to promote effective carryover is one of the most difficult tasks a clinician faces. Mention has been made in the literature of possible activities to use in the clinical setting to promote carryover. Suggestion has been made in the literature that operant conditioning is a technique which can be employed to achieve carryover. The purpose of this investigation was to determine whether there is a difference in relative effectiveness between operant and non-operant techniques for achieving carryover of /1/.Six children enrolled in speech management for /1/ in the Results from this study indicate that Group I, the non-operant group, regressed in articulatory proficiency of /1/ while Group II, the operant group, showed improvement. The percent of average change for Group I was -20.5, while Group II's percent of average change was 33.3.Individual variables of the subjects and clinicians were considered for possible explanations of the differences found between the groups. Group I contained the oldest subjects, received training on fewer number of sounds than Group II and received more total minutes of speech management than Group II. Also, in comparison to the operant group, the' clinicians in the non-operant group had more years of experience in speech/language pathology in the public schools and a special dedication to my support system these past two years:

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Generalization in Operant Speech Therapy for Misarticulation

Cited by 36 publications

References 0 publications

Acquisition of Sign Language by Autistic Children Ii: Spontaneity and Generalization Effects

Acquisition of Sign Language by Autistic Children Ii: Spontaneity and Generalization Effects

Generalization from school to home with autistic children

A comparison of the effects of non-operant and operant carryover techniques for /l/

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