The current study replicates and extends learning strategy research investigating the effects of categorization strategy training on the abilities of children with autism to accurately complete uni-, bi-, and tridimensional sorting tasks. This study extends prior research by (a) using authentic sorting activities for categorization strategy training, (b) using both low- and high-functioning children with autism, and (c) assessing categorization strategy generalization across multiple settings and teachers using untrained sorting items. Five children with autism (i.e., two low- and three high-functioning) showed strategy acquisition and generalization during training. Four children (i.e., one low- and three high-functioning) showed strategy maintenance 4 months later. The other child showed uni- and bidimensional strategy maintenance 4 months later; however, tridimensional strategy maintenance was unconfirmed. Thus results from the current study substantiate the worth of categorization strategy training for five children with autism.
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