Education and Training in Mental Retardation and Developmental Disabilities vol. 36, no. 4, pp. 411 - 423
The purpose of this study was to investigate generalization effects of script-based intervention in increasing semantic relation skills among four preschool children with language disorders. A multiple-probe-across-participants design was employed to evaluate generalization effects of script-based intervention on the targeted semantic relation skills. For facilitating generalization effects, the intervention condition was broken down into three different phases and systematic changes of targeted semantic constructions and sentences were applied across the three phases. In addition, to evaluate generalization effects of the newly acquired semantic relation skills to different contexts and stimuli, generalization probes were employed across non-trained scripts and pictures. Results indicate that the script-based intervention was effective at increasing all participants' use of semantic relation skills and generalizing the acquired semantic relation skills across non-trained scripts and pictures. All participants maintained increased semantic relation performance across the 3-week maintenance assessment period. These findings are discussed in terms of implications for using the script-based intervention and recommendations for future research.