Setting generalization of question-asking by children with autism
By: Koegal, Lynn Kern.
Contributor(s): Camarata, Stephen.
Series: American Journal on Mental Retardation 102 (4) 1998: 346-357.Publisher: 1998Content type: text Media type: unmediated Carrier type: volume Subject(s): AUTISM | INTERACTION | LANGUAGE GROWTH | TEACHING STRATEGIES | VOCABULARYSummary: The article examines whether motivational procedures incorporated into teaching question-asking to children with autism who lack verbal initiations, would result in generalization without additional teaching, prompting, or reinforcement in other settings. Specifically it was assesses whether such children could learn to use questions and whether the spontaneous use of question-asking would generalize across stimuli, settings and people. All children learned to use questions in relation to items they had previously been unable to label and demonstrated generalization of spontaneous question-asking to new items and to their home environments with their mothers, with concomitant gains in expressive vocabulary. Results were discussed in terms of teaching response strategies, such as question-asking, to promote spontaneous child-initiated social interactions and expressive language development.Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
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Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 9487 |
The article examines whether motivational procedures incorporated into teaching question-asking to children with autism who lack verbal initiations, would result in generalization without additional teaching, prompting, or reinforcement in other settings. Specifically it was assesses whether such children could learn to use questions and whether the spontaneous use of question-asking would generalize across stimuli, settings and people. All children learned to use questions in relation to items they had previously been unable to label and demonstrated generalization of spontaneous question-asking to new items and to their home environments with their mothers, with concomitant gains in expressive vocabulary. Results were discussed in terms of teaching response strategies, such as question-asking, to promote spontaneous child-initiated social interactions and expressive language development.
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