An analysis of specific individual measures of classroom academic performance as a function of a parent applied procedure for reducing self-stimulatory responses was conducted with three autistic and autistic-like male children. The results indicated that although there were a number of statistically significant differences in academic performance among and across the various experimental conditions, none of the differences could be directly associated with the home intervention procedures applied by the parents. It was concluded that generalization effects of treatment across settings, time and dependent variables must be specifically programmed with severely emotionally disturbed children.
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