Generalization

Front 1

Generalization

Back 1

Occurrence of a behavior in the presence of novel stimulus

Front 2

Stimulus Generalization

Back 2

When an individual responds in the presence of a new stimulus in the same way as to a previously taught stimulus

SD1, SD2, SD3 --> R --> SR

Front 3

Response Generalization

Back 3

Spread of effects to other classes of behavior when one class of behavior is modified by reinforcement, extinction, etc.

SD --> R1, R2, R3 --> SR

Front 4

Generalization Training

Back 4

Method by which skills are taught and transferred from the training environment to other situations

Front 5

Stimulus Class

Back 5

Set of related stimuli (red stimuli = car, sock, paper, crayon, block, etc.)

Front 6

Response Class

Back 6

Set of related responses/behaviors (aggression = hitting, pinching, biting, pulling hair, etc.)

Front 7

Why Generalization is Important (4)

Back 7

1. Not enough time

2. Important to maintain new behavior in new situations

3. Without generalization, child spend most time relearning skills in new situations

4. Help child be successful in natural world

Front 8

Stimulus Control

Back 8

The increased probability of a discriminated behavior produced by a stimulus (SD) (effect of SD on behavior)

Front 9

_________ is teaching the differences between items or situations; _________ is teaching similarities between items or situations

Back 9

Discrimination training; generalization training

Front 10

Overgeneralization

Back 10

Emitting a response appropriate in some contexts in an inappropriate context

Front 11

Generative Responding

Back 11

responding to novel stimuli without being taught

Front 12

"Train & Hope" (Stokes & Baer, 1977) (3)

Back 12

1. Training desired behavior and hoping it generalizes to everyday situations

2. Teaching a behavior but not actively pursuing generalization

3. This approach typically fails to produce generalization

Front 13

Generalization Strategies (6)

Back 13

1. Sequential Modification

2. Natural

3. Training

4. Reinforcement Schedules

5. Generalize Stimuli

6. Reinforce Generalization

Front 14

Sequential Modification

Back 14

Generalization is assessed in a variety of situations and then taught in the situation where it does not occur

Front 15

Training

Back 15

Teach a numbebr of examples to facilitate future responding to untrained stimuli (vary color, size, dimensions, etc.)

Front 16

Reinforcement Schedule

Back 16

Behavior is more resistant to extinction if it is reinforced on an intermittent schedule

Front 17

Generalize Stimuli

Back 17

Stimuli used in training should match stimuli found in environment when generalization is desired

Front 18

Generalization of may be applied to teaching skills and ____________

Back 18

reducing/extinguishing undesired behaviors

Front 19

Facilitating Generalization (6)

Back 19

1. Heavily reinforce

2. Train generalization from the beginning

3. Develop specific current programs for generalization

4. Set a specific time to conduct generalization

5. Select functional objectives

6. Incorporate parents in selection of objectives and skills to teach