Generalization by autistic-type children of verbal responses across settings.

Four autistic-type children practiced saying words at school.

Staff moved the teaching table to different spots each day. They wanted to see if the words would carry over to home.

The study used a single-case design and tracked home use of the trained words.

Three of the four kids used the words at home after training in many school places.

One child did not show clear carry-over.

The varied-location plan helped most kids generalize their verbal responses.

Handleman et al. (1980) ran a direct follow-up. They compared one fixed spot to many spots. Multiple spots again won, giving stronger proof.

Carr et al. (1985) looked at a different angle. They let kids learn prepositions during real play instead of at a table. Naturalistic teaching beat drills, showing another way to widen stimulus control.

Anderson (2001) stretched the idea further. They used many sentence frames, not many rooms, to get kids to answer new wh-questions anywhere. All three papers say the same thing: give the learner lots of varied examples if you want the skill to travel.

Stop chaining yourself to one therapy corner. Wheel the table, sit on the floor, stand by the window, try the hallway. A handful of locations during one week can push new words into the living room. Quick, free, and it worked for most kids in the study.