Promoting the Generalization of Verbal Behaviors in Autistic Child

Abstract

One of the most important deficits characteristic of autistic children is little or no skill in generalizing learned concepts. Research conducted by specialists involved in Applied Behavior Analysis (ABA) has shown that the process of generalization does not take place spontaneously, but must be programmed by the person in charge of teaching. We are describing an autistic child administered for the educational and therapeutic programs were oriented towards all spheres in which deficits occurred. We used an AB model to analyse the results in each phase, where A was the baseline measurement, and B showed the changes in behavior that had taken place under the influence of our therapeutic intervention. It can be inferred from our data that only the properly planned method of teaching and checking for generalization of learned concepts makes it possible to elicit normal verbal behaviors from autistic children. Teaching should be programmed in such a way that the child undergoing therapy should be able, after completion of the teaching in specific training conditions, to handle new situations.