Generalization between receptive and expressive language in young children with autism(This manuscript is based on research conducted for the first author's doctoral dissertation. Preparation of the manuscript was supported in part by NIMH Grant R01 48863 (Multisite Young Autism Project). The authors thank Patricia Donahoe, Nabil El-Ghoroury, Wendy Prime, and Tara Peris for their assistance with the study.)

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Title:	Generalization between receptive and expressive language in young children with autism(This manuscript is based on research conducted for the first author's doctoral dissertation. Preparation of the manuscript was supported in part by NIMH Grant R01 48863 (Multisite Young Autism Project). The authors thank Patricia Donahoe, Nabil El-Ghoroury, Wendy Prime, and Tara Peris for their assistance with the study.)
Authors:	Jacqueline W. Wynn, Tristram Smith
Source:	Behavioral Interventions. Nov2003, Vol. 18 Issue 4, p245. 22p.
Subjects:	Autism, Word deafness, Language & languages, Boys
Abstract:	Generalization between expressive and receptive language was studied in six boys with autism (chronological age 4776 months, language age 1342 months). Each participant received training on three or four word pairs (e.g. hot/cold). Half the pairs were taught expressively and then receptively; the other half were taught in the reverse order. Data were obtained on generalization from the trained to untrained modality, generalization errors, and between- and within-subject differences. Across participants, the expressive first condition led to cross-modal generalization more often than the receptive first condition. However, one child displayed the opposite pattern, and three other children's patterns varied across training stimuli. Error analyses indicated that, when children failed to demonstrate receptive-to-expressive generalization, they did generalize in another manner: responding based on physical resemblance between cues used in the study and those used in previous training. The results suggest ways to individualize instruction and better understand cross-modal generalization. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

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Abstract:	Generalization between expressive and receptive language was studied in six boys with autism (chronological age 4776 months, language age 1342 months). Each participant received training on three or four word pairs (e.g. hot/cold). Half the pairs were taught expressively and then receptively; the other half were taught in the reverse order. Data were obtained on generalization from the trained to untrained modality, generalization errors, and between- and within-subject differences. Across participants, the expressive first condition led to cross-modal generalization more often than the receptive first condition. However, one child displayed the opposite pattern, and three other children's patterns varied across training stimuli. Error analyses indicated that, when children failed to demonstrate receptive-to-expressive generalization, they did generalize in another manner: responding based on physical resemblance between cues used in the study and those used in previous training. The results suggest ways to individualize instruction and better understand cross-modal generalization. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
ISSN:	10720847
DOI:	10.1002/bin.142