9: Maintenance & Generalization

Front 1

Maintenance

Back 1

-continuance of treatment effects only after all or part of intervention has been withdrawn
-requires continued reinforcement (with the possible exception of those instances in which behavior is resistant to extinction)

Front 2

Maintenance of respondent behavior

Back 2

under exclusive control of the antecedent

Front 3

Maintenance of operant behavior

Back 3

-requires a consequence to give the antecedent its control
- require continued (most likely naturally occurring) reinforcement (with the possible exception of those instances in which behavior is resistant to extinction)

Front 4

Natural Contingencies of Reinforcement

Back 4

Selecting target behaviors that get reinforced in the natural environment

Front 5

Train Loosely

Back 5

varying non-critical properties of the antecedent stimuli
-EX: teach a child that an 'A' in diff. fonts is still an 'A'

Front 6

Indiscriminable Contingencies

Back 6

varying schedules and immediacy of reinforcement

Front 7

General case analysis

Back 7

-conduct an analysis of the range of stimuli to be learned and teach to those stimulus conditions

Front 8

Natural contingencies

Back 8

-exert control over behavior outside of the training environment
arrangements between behavior, antecedent, and consequent events that occur in the environments in which the behavior of interest is to be maintained (the target environment) (outside of training)
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Front 9

Criteria for a behavior to come under natural contingencies

Back 9

-occur at a sufficient strength
-must occur at a level of accuracy sufficient to make contact with the reinforcer. That is, it must be part of the same response class as behaviors typically reinforced in the natural environment. For example, slurred speech may not be accurate enough to result in reinforcement from a listener.

Front 10

Programming Common Stimuli

Back 10

Bringing stimuli from the natural setting into the training setting fosters generalization to the natural setting. You could also bring stimuli from the training setting into the natural setting, such as the special education teacher and materials.

Front 11

Approaches good for teaching a child an 'A' in different fonts is still an 'A'

Back 11

-train loosely, general case analysis (1) a line tilting right (2) a line tilting left (3) 2 lines connected by a line; , multiple exemplars

Front 12

Use for teaching how to discriminate between trucks and cars

Back 12

multiple exemplars