title: Comparing two methods to promote generalization of receptive identification in children with autism spectrum disorders.
abstract: OBJECTIVE
  The purpose of our study was to compare the effects of serial and concurrent training on the generalization of receptive identification in children with autism spectrum disorders (ASD).
  
  
  METHODS
  We taught one to three pairs of stimulus sets to nine children with ASD between the ages of three and six. One stimulus set within each pair was taught using concurrent training and the other using serial training. We alternated the training sessions within a multielement design and staggered the introduction of subsequent pairs for each participant as in a multiple baseline design.
  
  
  RESULTS
  Overall, six participants generalized at least one stimulus set more rapidly with concurrent training whereas two participants showed generalization more rapidly with serial training.
  
  
  CONCLUSIONS
  Our results differ from other comparison studies on the topic and indicate that practitioners should consider assessing the effects of both procedures prior to teaching receptive identification to children with ASD.
authors.affiliation: a École de Psychoéducation , Université de Montréal , Montréal , QC , Canada.
authors.forename: Marie-Michèle
authors.initials: MM
authors.lastname: Dufour
authors.affiliation: a École de Psychoéducation , Université de Montréal , Montréal , QC , Canada.
authors.forename: Marc J
authors.initials: MJ
authors.lastname: Lanovaz
mesh_terms: D000067877:Autism Spectrum Disorder / Q000534:rehabilitation / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D008297:Male
keywords: Autism; concurrent training; generalization; multiple exemplars; serial training