Previous research suggests learning of children with autism often fails to successfully generalize across changes in settings and stimuli. Much of this research has assessed generalization by first teaching a behavior in one context and then measuring the transfer of the behavior to extra-treatment stimuli and settings. The present study measured generalization of learned behavior by systematically varying the tone of an auditory stimulus present during training to obtain generalization gradients. Generalization gradients are graphical representations of the strength of a response produced by stimuli that vary from the training stimulus along some stimulus dimension. By obtaining generalization gradients, this research may offer a more precise means of characterizing the extent of generalization and the basic processes underlying it. The study also went beyond previous research with children with autism by examining the effects of two different training procedures upon the resulting generalization gradients. Participants were first taught to discriminate between the presence and absence of a specific stimulus, and later, to discriminate between two stimuli varied along the same dimension. Gradients were measured following both trainings. In the first training procedure, three children with autism were taught to engage in a simple communicative request in the presence of a specific tone and to withhold the request when there was no tone. The researchers then measured the extent to which these children continued to engage in the request as the tone was changed in frequency. They graphed the resulting data in the form of a generalization gradient. Although the shape of resulting generalization gradients differed between participants, all three participants in the present study showed a pattern of responding consistent with generalization. Gradients for two of three participants were orderly and decremental. In the second training procedure participants were taught to discriminate between two tones of different frequencies. Generalization gradients were again obtained. Predictable changes in the shape of gradients, consistent with basic research on generalization gradients, were noted for two of three participants. Results are discussed with regard to stimulus control, the behavioral processes of reinforcement and extinction, and what has been called the "peak shift" effect.

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Rapport has been acknowledged as an important variable in therapeutic contexts. The current evaluation defined and assessed rapport quality between children with autism and behavioral therapists based on behavioral correlates. In addition, the author evaluated the effects of an operant discrimination training procedure to enhance rapport levels for therapists with low levels of rapport. More specifically, the current study evaluated: (a) if the discrimination training procedure would establish therapists’ social interactions as a discriminative stimulus and (b) if social interaction would function as a conditioned reinforcer for novel responses. Results suggest that the discrimination training procedure was successful in conditioning social interaction as a reinforcer for all child participants, and as a result, rapport increased.

Research has found that children with autism spectrum disorders (ASD) show significant deficits in receptive language skills (Wiesmer, Lord, & Esler, 2010). One of the primary goals of applied behavior analytic intervention is to improve the communication skills of children with autism by teaching receptive discriminations. Both receptive discriminations and receptive language entail matching spoken words with corresponding objects, symbols (e.g., pictures or words), actions, people, and so on (Green, 2001). In order to develop receptive language skills, children with autism often undergo discrimination training within the context of discrete trial training. This training entails teaching the learner how to respond differentially to different stimuli (Green, 2001). It is through discrimination training that individuals with autism learn and develop language (Lovaas, 2003). The present study compares three procedures for teaching receptive discriminations: (1) simple/conditional (Procedure A), (2) conditional only (Procedure B), and (3) conditional discrimination of two target cards (Procedure C). Six children, ranging in age from 2-years-old to 5-years-old, with an autism diagnosis were taught how to receptively discriminate nine sets of stimuli. Results suggest that the extra training steps included in the simple/conditional and conditional only procedures may not be necessary to teach children with autism how to receptively discriminate. For all participants, Procedure C appeared to be the most efficient and effective procedure for teaching young children with autism receptive discriminations. Response maintenance and generalization probes conducted one-month following the end of training indicate that even though Procedure C resulted in less training sessions overall, no one procedure resulted in better maintenance and generalization than the others. In other words, more training sessions, as evident with the simple/conditional and conditional only procedures, did not facilitate participants’ ability to accurately respond or generalize one-month following training. The present study contributes to the literature on what is the most efficient and effective way to teach receptive discrimination during discrete trial training to children with ASD. These findings are critical as research shows that receptive language skills are predictive of better outcomes and adaptive behaviors in the future.

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Damage to the nervous system may cause sensorimotor impairment, often resulting in chronic neuropathic pain. Phantom limb pain affects multiple amputees and the treatment options are limited. A promising treatment option to reduce chronic pain is by training sensory discrimination. At the Center for Bionics and Pain Research, a sensory training device has been developed. Transcranial direct current stimulation (tDCS) is a technique to stimulate different regions of the cerebral cortex. In studies, anodal tDCS of the sensorimotor cortex has shown to improve tactile acuity. Until now, the effect of the sensory discrimination training, performed with the sensory training device, in combination with tDCS has not been tested. The purpose of this master’s thesis was to determine the effect of tDCS applied on the sensorimotor cortex on the outcomes of sensory discrimination training. The purpose was also to compare the effect of two different methods of stimulation, namely conventional and High Definition tDCS. 16 able-bodied participants underwent three single sessions with 40 minutes of sensory discrimination training: one session combined with conventional tDCS, one session combined with High Definition tDCS and one session without tDCS. The tactile acuity was determined by the two-point discrimination test and the Semmes-Weinstein monofilament test, prior to and one hour after each session. This study showed that 40 minutes of sensory discrimination training was sufficient to improve the two-point discrimination in the sensory trained areas, compared to the sensory untrained areas (p=0.02). However, the improvement in two-point discrimination was not statistically significant between the interventions, i.e. the improvement in two-point discrimination for the sessions with brain modulation was not statistically significant compared to the session without brain modulation. The monofilament assessments showed an improvement in monofilament score for the sensory untrained skin patches (p=0.053). This study concluded that single sessions of training was enough to improve two-point discrimination but not monofilament score at the site of stimulation. This study lays a foundation for what parameters to include in future studies.