One concern raised about teaching content from the general education curriculum to students with intellectual and developmental disabilities is whether they generalize the skills learned to typical performance settings. We conducted a literature review of research studies that taught content from the general education curriculum and assessed generalization of the target skill to determine (a) whether the studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s), (b) what forms of generalization were assessed, and (c) what strategies were incorporated into the interventions to promote generalized responding by study participants. We identified 31 studies that met the initial selection criteria. However, only 22 demonstrated a causal relationship between the intervention and the acquisition-dependent variable(s), and only four of these studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s). The implications of the findings for future research are discussed.

中文翻译：

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评估针对智力和发育障碍学生的单一案例研究教学核心学术内容的概括性

对从通识教育课程向有智力和发育障碍的学生的教学内容提出的一个担忧是，他们是否将学到的技能推广到典型的表演环境中。我们对教授通识教育课程内容的研究进行了文献回顾，并评估了目标技能的泛化，以确定 (a) 研究是否证明干预与泛化因变量之间存在因果关系，(b ) 评估了何种形式的概括，以及 (c) 将哪些策略纳入干预以促进研究参与者的普遍反应。我们确定了 31 项符合初始选择标准的研究。然而，只有 22 项研究表明干预与习得因变量之间存在因果关系，其中只有四项研究表明干预与泛化因变量之间存在因果关系。讨论了这些发现对未来研究的影响。