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17 Cards in this Set
- Front
- Back
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3 facets of generalization |
Time, setting & behavior |
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Response maintenance |
A learner continues to perform the target behavior after a portion or all of the intervention responsible for the behaviors initial appearance in the learners repertoire has been terminated |
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Setting/situation generalization |
Learn emits target behavior in a setting or stimulus situation that is different from the instructional setting |
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Instructional setting |
Where instruction occurs |
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Generalization setting |
Any place or stimulus that differs in some meaningful way from the instructional setting and in which performance e of target behavior is desired
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Response generalizati |
Learner emits untrained responses that are functionally equivalent to trained target behavior |
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How can the 3 forms of generalization occur? |
In isolation of one another or in combination with each other |
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Overgeneralization |
Behavior has come under the control of a stimulus that is too broad |
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Faulty stimulus control |
Target behavior comes under the restricted control of an irrelevant antecedent stimulus |
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Stimulus equivalence |
Emergence of accurate responding to untrained and no reinforced stimulus-stimulus relations following g the reinforcement of responses to some stimulus-stimulus relations |
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Contingency adduction |
Process by which a behavior that was initially selected and shaped under one set of conditions is selected and shaped under one set of conditions is recruited by a different set of contingencies and takes on a new function in a person repertoire |
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Generalization across subjects |
Changes in behavior of people not directly treated by an intervention. Also called vicarious reinforcement |
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Generalization Map (Combination of four types of generalization treatment effects) |
Across time( response maintenance ) Across settings Across behaviors (response generalization ) Across subjects |
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Generalization outcome planning |
Target behaviors must meet natural contingencies of reinforcement and specify all desired variations of the target behavior and setting/ situations in which it should occur after instruction has ended |
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Criteria for target behavior |
Age appropriateness skill and skill and degree to which it reps normalization must produce reinforcement for the learner |
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Plan for behavior change list |
List all behaviors List all settings/situation Pre intervention planning |
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Indiscriminable contingencey |
Learn cannot tell whether the next response will produce reinforcement |
