The findings did not support the widely reported generalisation ' difficulties ' associated with autism .
Research ers have generally considered autistic individuals to have difficulties generalising learned skills across novel context s. Successful generalisation is necessary for an intervention to have benefits in everyday life beyond the original learning environment .
We conducted a systematic review of r and omised controlled trials of early social communication interventions for children with autism in order to explore generalisation and its measurement .
Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial
A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized setting s. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms . We r and omly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model  across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing .  Blind-rated indicators of teaching quality showed similar results across setting s , which were above the local benchmark . Children showed improvements across blinded proximal measures of spontaneous vocalization , social interaction , and imitation and across distal measures of verbal cognition , adaptive behavior , and autism symptoms irrespective of intervention setting . Mothers of participants experienced a reduction in stress irrespective of child intervention setting . Across both setting s , age at intervention start was negatively associated with gains in verbal cognition . Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible , with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms
The findings did not support the widely reported generalisation ' difficulties ' associated with autism .
Research ers have generally considered autistic individuals to have difficulties generalising learned skills across novel context s. Successful generalisation is necessary for an intervention to have benefits in everyday life beyond the original learning environment .
We conducted a systematic review of r and omised controlled trials of early social communication interventions for children with autism in order to explore generalisation and its measurement .