Providing for Generalization of Providing for Generalization of Behavior ChangeBehavior Change

““A behavioral change may be said to A behavioral change may be said to have generality if it proves durable have generality if it proves durable

over timeover time, if it appears in a wide , if it appears in a wide variety variety of possible environmentsof possible environments, or if it , or if it

spreads to a wide spreads to a wide variety of related variety of related behaviorsbehaviors” (p. 338)” (p. 338)

Many criticisms of applied behavior analysis Many criticisms of applied behavior analysis have resulted from the short lived results of have resulted from the short lived results of

many behavior change projects” (p. 440)many behavior change projects” (p. 440)

Behavior change is often accomplished…Behavior change is often accomplished… ““only for as long as the only for as long as the contingencies were contingencies were

in effectin effect, or , or only in the presence of the only in the presence of the initial trainerinitial trainer, or, or only for only for very specific behaviors very specific behaviors that were that were

trained” (p. 338)trained” (p. 338)

Acquisition-level behavioral objectives focus Acquisition-level behavioral objectives focus on on conditionsconditions under which the behavior is to under which the behavior is to

be performed and the be performed and the criteriacriteria defined for defined for performance.performance.

GivenGiven one quarter, one quarter, two dimes, two two dimes, two nickels, and four nickels, and four pennies and the pennies and the verbal cue, “show me verbal cue, “show me your bus fare,”your bus fare,”

… …studentstudent will will hand hand teacher the coins teacher the coins equaling bus fareequaling bus fare to to travel from school to travel from school to home home 100% of the 100% of the timetime..

Generalization-level behavioral objectives also Generalization-level behavioral objectives also focus on focus on conditionsconditions under which the behavior under which the behavior is to be performed and the is to be performed and the criteriacriteria defined for defined for performance. However, the conditions should performance. However, the conditions should

reflect the real-life environment.reflect the real-life environment.

Write a ‘generalization-level’ behavioral Write a ‘generalization-level’ behavioral objective for the same student.objective for the same student.

GivenGiven one quarter, one quarter, two dimes, two two dimes, two nickels, and four nickels, and four pennies and the pennies and the verbal cue, “show verbal cue, “show me your bus fare,”me your bus fare,”

……student will … student will … ______________________________________________________________________________________________________

100% of the time.100% of the time.

Big IdeaBig Idea“…generalization should be programmed rather “…generalization should be programmed rather

than expected or lamented.” (p. 340)than expected or lamented.” (p. 340)

““If generalization does not automatically result If generalization does not automatically result when behavior is changed, does that mean when behavior is changed, does that mean applied behavior analysis procedures are applied behavior analysis procedures are

useless? If you have stuck with us this far, you useless? If you have stuck with us this far, you know that we don’t think so. To most behavior know that we don’t think so. To most behavior analysts, the lack of automatic generalization analysts, the lack of automatic generalization

indicates the indicates the need for developing a technology need for developing a technology of generalizationof generalization as efficient as the technology as efficient as the technology

of behavior changeof behavior change.” (p. 340).” (p. 340)

The IEPThe IEP

It is important that It is important that the IEP for each the IEP for each student with a student with a disability includes disability includes objectives for the objectives for the levels of levels of maintenance maintenance andand generalizationgeneralization..

It is important It is important that the IEP for that the IEP for each student each student with a disability with a disability includes includes objectives for objectives for the the levels of levels of maintenancemaintenance and and generalizationgeneralization..

Ok, ok. What are the typesof generalization?

Three types of Three types of generalizationgeneralization

Stimulus Stimulus GeneralizationGeneralization

MaintenanceMaintenance

Response Response GeneralizationGeneralization

I’m glad you asked thatquestion.

12

Stimulus GeneralizationStimulus GeneralizationAKA Transfer of TrainingAKA Transfer of Training

“…“…occurs when occurs when responsesresponses that have been that have been reinforced in the presence of a reinforced in the presence of a specific specific stimulusstimulus occur in the presence of different occur in the presence of different but similar stimulibut similar stimuli……

A group of stimuli that should occasion the A group of stimuli that should occasion the same response may be considered same response may be considered members of a stimulus classmembers of a stimulus class. In general, . In general, the more similar the stimuli, the more likely the more similar the stimuli, the more likely stimulus generalization will occur.stimulus generalization will occur.

(e.g., knowing the concept “hammer,” (e.g., knowing the concept “hammer,” you can point to all varieties of hammer)you can point to all varieties of hammer)

DRIVE HAMMERED – GET NAILED

Response MaintenanceResponse MaintenanceAKA Resistance to Extinction, Durability, AKA Resistance to Extinction, Durability,

Behavioral PersistenceBehavioral Persistence

““The ability to perform a response The ability to perform a response over over timetime, even , even afterafter systematic applied systematic applied behavior procedures have been behavior procedures have been withdrawnwithdrawn..

Most experimental evidence indicates that Most experimental evidence indicates that extinction occurs extinction occurs unless specific measures unless specific measures are taken to prevent itare taken to prevent it.” (p. 444).” (p. 444)

e.g., e.g., An EDSE student knows that reacting to An EDSE student knows that reacting to

annoying behaviors may actually reinforce annoying behaviors may actually reinforce those behaviors.those behaviors.

Student indicates the same on a test.Student indicates the same on a test. During practicum the same student gives During practicum the same student gives

attention to annoying behaviors.attention to annoying behaviors. This is a non-example of maintenance.This is a non-example of maintenance.

Response GeneralizationResponse GeneralizationAKA Concomitant/Concurrent Behavior AKA Concomitant/Concurrent Behavior

ChangeChange

Refers to Refers to unplanned changesunplanned changes in similar in similar behaviors when a target behavior is behaviors when a target behavior is modified.modified.

Sometimes changing one behavior will Sometimes changing one behavior will result in changes in other similar result in changes in other similar behaviors. behaviors. Such similar behaviors are Such similar behaviors are often referred to as a response classoften referred to as a response class, and , and changes in untrained members of the changes in untrained members of the response class, as response response class, as response generalization.generalization.

e.g.,e.g.,

A person learns to copy and paste in A person learns to copy and paste in Microsoft Word.Microsoft Word.

When confronted with making a Power When confronted with making a Power Point presentation for class, the person Point presentation for class, the person applies the principle of cutting and pasting applies the principle of cutting and pasting to getting pictures into their slides.to getting pictures into their slides.

The same person applies the principle to The same person applies the principle to including their behavior change project in including their behavior change project in their Live Text e-portfolio.their Live Text e-portfolio.

Strategies to promote generalization…

Train and HopeTrain and Hope

“In spite of reported evidence that some behaviors are automatically generalized, it is important to remember that most are not”

(p. 347)

Sequentially ModifySequentially Modify

“...generalization is promoted by applying the same techniques that successfully changed behavior in one setting to all settings where the target behavior is desirable.” (p. 349)

Introduce to Natural Introduce to Natural Maintaining ContingenciesMaintaining Contingencies

While not an automatic process, the teacher should be aware that when naturally maintaining contingencies are found, they should be used.

In other words the teacher should set a trap.

Introduce to Natural Introduce to Natural Maintaining ContingenciesMaintaining Contingencies

Some behaviors do Some behaviors do lend themselves to lend themselves to trapping. If behaviors trapping. If behaviors can be generated that can be generated that result in increased result in increased peer reinforcement, peer reinforcement, they are particularly they are particularly likely to be likely to be maintained. (p.347)maintained. (p.347)

““The Teacher who The Teacher who wants the natural wants the natural environment to take environment to take over reinforcement over reinforcement should be aware that should be aware that this is by no means this is by no means an automatic an automatic process.” (p.348)process.” (p.348)

Introduce to Natural Introduce to Natural Maintaining ContingenciesMaintaining Contingencies

Observe what seems to be reinforcing for the student; Choose behaviors that are rewarded in other settings,

by other persons; Teach students to solicit attention (and reinforcement)

for behaviors (e.g., “How am I doing?); Teach students to recognize reinforcement when it is

delivered. (p. 351)

Train Sufficient ExemplarsTrain Sufficient Exemplars…using general case programming…using general case programming

“...emphasizes using sufficient members of a class of stimuli to ensure that students will be able to perform the task on any member of the class of

stimuli” (p. 354)

Train Sufficient ExemplarsTrain Sufficient Exemplars…in multiple settings…in multiple settings

A lemon is a citrus fruit. A lemon is a

citrus fruit.

Health Class

Homeroom

Train LooselyTrain Loosely

“Concurrent training conditions (e.g., 2 skills instead of 1) tends to produce more generalization than serial training.

OYO - READ page 357. “The use of naturalistic or loose training

represents a departure from tradition in special education teaching. Its success suggests again the importance of teachers’ maintaining their skills and keeping up with current research.”

Use Indiscriminable StimuliUse Indiscriminable Stimuli

Thin (e.g., by delaying, or making intermittent) the reinforcement schedule as much as possible and the behavior may not extinguish no matter the setting, person, or time.

OYO - Read “Ms. Bell’s Class Learns to Complete Assignments” on pages 359.

Program Common StimuliProgram Common Stimuli

“This may be accomplished by either increasing the similarity of the training situation to the natural environment…

or by introducing elements of the training situation into the natural environment.” (p. 359)

Mediate Generalization Mediate Generalization and Train to Generalizeand Train to Generalize

“It is possible to increase the probability of generalization by reinforcing generalization as a response class....In mediating generalization, students are taught to monitor and report on their own generalization of appropriate behavior” (p. 362)