A Systematic Review of Social Communication Interventions: A Focus on Generalization Rebecca Frantz, M.A., Sarah Hansen, M.A., and Buket Erturk, M.A. University of Oregon, Early Intervention Program Association of Applied Behavior Analysis International, 42nd Annual Convention Introduction Children with autism spectrum disorder (ASD) have difficulty generalizing newly learned social communication skills to everyday interactions in the natural environment. Appropriate assessment of generalization is critical for ensuring social communication interventions have utility in natural settings. Research Questions To what extent does the current literature program for and assess generalization? What strategies does the current literature use for programming for and assessing generalization? How well does the current literature program for and assess generalization? Method Systematic searches of 3 electronic databases: PsychInfo, Academic Search Premier and Web of Science using a combination of key terms: “Autis* or Developmental dis* or Pervasive Developmental Disorder or PDDNOS” and “social communication or language or early communication” and “intervention”. Included experimental studies between 2002-2015 that used single case design, measured social communication skills as a primary dependent variable, included children with ASD (0-8 years), and programmed for and assessed generalization. Generalization was coded if they programmed for and measured generalization across people, settings, stimuli, or responses. Rigor of Generalization Criteria Criterion G1 Was experimental change documented across at least one of the following: responses, settings, stimuli, experimenters/interventionists/communication partners? G2 Were generalization probes taken during baseline when appropriate? G3 Was experimental change documented for generalization G4 Was experimental change documented across more than one of the following: responses, settings, experimenters/interventionists, or time? G5 Were any of the following used to program for generalization: Sequential modification Training of multiple exemplars Use of indiscriminable contingencies Programming for common stimuli in training and generalization settings   G6 Were generalized responses reinforced? Results Figure 1. Step 1: Academic Search Premier, PsychInfo, and Web of Science searches for peer-reviewed articles on social communication interventions for young children with ASD: n = 120 Step 2: From the immediate search results, articles were excluded that did not program for or assess generalization or maintenance/ follow-up. n = 71 Figure 2. Discussion Of the limited research that programs for and assesses generalization (47.5% of studies),only 33% meet high quality generalization standards. Only 7 of the identified studies measured generalization during baseline. Future research should assess generalization during baseline, intervention and follow-up to accurately assess generalization of skills. Future research should purposefully assess and program for generalization by using a combination of the following: sequential modification, indiscriminable contingencies, training multiple exemplars, and programming across common stimuli. Step 3: From the 71 articles meeting criteria, 14 articles were excluded that only assessed generalization across time (i.e. maintenance or follow-up) n = 57 (47,5 % of studies) Of the 57 identified studies : 31% classroom settings, 21% clinical settings, 19% school settings outside classroom, 10% home settings, and 19% multiple settings. 70% assess stimulus generalization, 11% assess response generalization, 19% assess stimulus and response generalization. References Chandler, L. K., Lubeck, R. C., & Fowler, S. A. (1992). Generalization and maintenance of preschool children's social skills: A critical review and analysis. Journal of applied behavior analysis, 25(2), 415-428. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization1. Journal of applied behavior analysis, 10(2), 349-367.