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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 47–76 months, language age 13–42 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]
Copyright of Behavioral Interventions is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Jacqueline+W%2E+Wynn%22">Jacqueline W. Wynn</searchLink><br /><searchLink fieldCode="AR" term="%22Tristram+Smith%22">Tristram Smith</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Behavioral+Interventions%22">Behavioral Interventions</searchLink>. Nov2003, Vol. 18 Issue 4, p245. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Word+deafness%22">Word deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br /><searchLink fieldCode="DE" term="%22Boys%22">Boys</searchLink>
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  Data: Generalization between expressive and receptive language was studied in six boys with autism (chronological age 47–76 months, language age 13–42 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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  Data: <i>Copyright of Behavioral Interventions is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – TitleFull: 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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