An Experimental Analysis of Language Training Generalization Across Classroom and Home

The effects of several procedures aimed at increasing the use of trained speech outside the speech training environment were investigated. Two retarded children were trained using imitation and reinforcement procedures to label a series of pictures with complex sentences containing five-word chains. Concurrently, the use of this trained repertoire was monitored in a classroom setting and at home. Results indicated that children did not begin to use the trained instances in the classroom or at home until some instances were actually trained in these settings. The implications of these findings for efficient speech therapy and future research are discussed.