Abstract
The purposes of the present study were: (1) to teach a child classroom behavior in both individualized and group settings in a simulated elementary school classroom, and (2) to assess the generalization of this training, using a behavior checklist completed by the child's mother. The participant was a 6-year-old preschool girl diagnosed with Pervasive Developmental Disorder (PDD). The trainer was a doctoral-level graduate student, assisted by 3 other students. The target behaviors were 34 classroom behaviors, such as "giving the correct answer"; these were selected for the training in a pre-assessment. Individualized training sessions were conducted on a one-to-one basis; they were followed by small-group training sessions in which at least two trainers were always present. The behavioral training package included task analysis, instructions, prompts, modeling, behavioral rehearsal, and reinforcement. The results suggested that the training was effective in the simulated elementary school classroom setting. After the girl enrolled in elementary school, generalization was reported by the mother via the behavior checklist.
