Generalization And Maintenance Of Behavior Change

Front 1

Response Maintenance

Back 1

The extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior's initial appearance in the learner's repertoire has been terminated.

Front 2

Setting/Situation Generalization

Back 2

The extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting.

Front 3

Instructional Setting

Back 3

The total environment where the instruction occurs, including any aspects of the environment, planned or unplanned, that may influence the learner's acquisition and generalization of the target behavior.

Front 4

Generalization Setting

Back 4

Any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired.

Front 5

Response Generalization

Back 5

The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior.

Front 6

Generalization Across Subjects

Back 6

Changes in the behavior of people not directly treated by an intervention as a function of treatment contingencies applied to other people.

Front 7

Naturally Existing Contingency

Back 7

Any contingency of reinforcement or punishment that operates independent of the behavior analyst's or practitioner's efforts.

Front 8

Contrived Contingency

Back 8

Any contingency of reinforcement or punishment designed and implemented by a behavior analyst or practitioner to achieve the acquisition, maintenance, and/or generalization of a targeted behavior change.

Front 9

Specifying All Desired Variations of the Behavior and the Settings/Situations Where It Should (and Should Not) Occur

Back 9

1. List all the behaviors that need to be changed.
2. List all the settings and situations in which the target behavior should occur.
3. Is the pre-intervention planning worth it?

Front 10

Strategies and Tactics for Promoting Generalized Behavior Change

Back 10

1. Teach the full range of relevant stimulus conditions and response requirements:
a) Teach sufficient stimulus examples.
b) Teach sufficient response examples (multiple exemplar training).
c) General case analysis.
d) Negative, or "Don't do it," teaching examples.
2. Make the instructional setting similar to the generalization setting.
a) Program common stimuli.
b) Teach loosely.
3. Maximize the target behavior's contact with reinforcement in the generalization setting:
a) Teach behavior to levels required by natural contingencies.
b) Program indiscriminable contingencies.
c) Set behavior traps.
d) Ask people in the generalization setting to reinforce the behavior.
e) Teach the learner to recruit reinforcement.
4. Mediate generalization.
a) Contrive a mediating stimulus.
b) Teach self-management skills.
5. Train to generalize.
a) Reinforce response variabilit

Front 11

Guiding Principles for Promoting Generalized Outcomes

Back 11

1. Minimize the need for generalization as much as possible.
2. Conduct generalization probes before, during, and after instruction.
3. Involve significant others whenever possible.
4. Promote generalization with the least intrusive, least costly tactics possible.
5. Contrive intervention tactics as needed to achieve important generalization outcomes.

Front 12

Behavior Trap

Back 12

A. The learner is "baited" with virtually irresistible reinforcers that "lure" the student to the trap.
B. Only a low-effort response that is already in the learner's repertoire is necessary to enter the trap.
C. Once inside the trap, interrelated contingencies of reinforcement motivate the learner to acquire, extend, and maintain targeted academic and/or social skills.
D. They can remain effective for a long time because the learner shows few, if any, satiation effects.

Front 13

General Case Analysis

Back 13

A systematic method for selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting.

Front 14

Multiple Exemplar Training

Back 14

Instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus controls response forms; used to promote both setting/situation generalization and response generalization.

Front 15

Teaching Sufficient Examples

Back 15

A strategy for promoting generalized behavior change that consists of teaching the learner to respond to a subset of all of the relevant stimulus and response examples and then assessing the learner's performance on untrained examples.