The introduction to four papers on generalization in language intervention stresses the importance of generalization, the need to have reasonable expectations for generalization following intervention, and ways that learned insights about language form, content, and use can encourage generalization of new skills. (DB)

The speech of four phonologically disordered children (ages four and five) with place and voice errors affecting initial stop consonants was described through phonological and acoustic analyses. The presence of productive phonological knowledge, as inferred from acoustic data, facilitated rapid generalization of correct production of the treated…

To investigate the use of a self-monitoring activity as a method of promoting generalization of a target speech sound to nontraining conditions, 40 children (grades 2-7) with articulation impairments (sound substitutions) attended individual or small group speech therapy sessions. Self-monitoring activity focused on the child recording correct…

The paper addresses the confusion over the meaning of the term "generalization" when used in the literature on language disorders. Three distinct definitions of language generalization are compared corresponding to three prominent theoretic approaches to language acquisition and teaching. (Author/DB)

The effect of syntax training on the sentence production of four adults with Broca's aphasia was examined. Generalization and maintenance were measured, and naive judges rated "adequacy" of responses. Findings indicated that effects are limited to the grammatical constructions taught, and that effects on response adequacy may be limited.…

Retrospective study of case records of speech-delayed children (N=73) given 14 different management programs over seven years suggested that age and error type may be predictors of potential spontaneous generalization and that the inclusion of self-monitoring procedures may increase the probability of early spontaneous generalizations of target…