Term
| Most common mistake teachers make |
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Definition
| teaching a good example and expecting the student to generalize it from that example |
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Term
| Generalization Definition |
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Definition
the occurrence of relevant behavior
under different, non-training conditions
Without the scheduling of the same events in those conditions as had been scheduled in the training conditions |
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Term
| generalization can occur across |
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Definition
specific stimuli
Settings
People
Responses |
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Term
| Generalization can be claimed when |
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Definition
No extra training manipulations are needed for extra training changes
some extra-training manipulation is needed but it is much less than the original training |
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Term
| Cannot claim generalization when |
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Definition
| Similar training is necessary for similar effects across conditions |
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Term
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Definition
| Train the skill and hope for generalization |
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Term
| pre-intervention planning |
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Definition
select behaviors that will contact natural contingencies
Specify desired variations of behavior and different settings/conditions under which it should occur
Behavior - varied ways to make a request
Settings - at school and home, with teachers and parents |
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Term
| Strategies and tactics for generalized behavior change |
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Definition
Teach the full range of stimulus conditions and response requirements
Make the instructional setting similar to the generalization setting
Maximize contact with reinforcement in the generalization setting
Mediate generalization
Train to generalize |
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Term
| 2 strategies to teach full range of conditions and response requirements |
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Definition
Teach sufficient examples
Learner taught to respond to more than 1 set of stimulus conditions
more examples taught, more likely generalization will occurr to untrained stimuli
Teach sufficient response examples
training includes sufficient response examples
topographies that may be relevant in relevant settings |
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Term
| Varying of stimulus conditions |
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Definition
May vary specific stimulus
context
setting
person |
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Term
| Method of training sufficient stimuli |
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Definition
Initial teaching -
Teach exemplar 1
Test exemplar 2
If no generalization,
Teach exemplar 2
Test exemplar 3
Continue to teach/test until generalization occurs |
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Term
| Method of training sufficient responses |
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Definition
Teach wide variety of topographies that have the same function
Requests - "may I have" "i want" "please give me"
Greetings - "hi" "hello" "what's up?" |
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Term
| Make the instructional setting similar to the generalization setting |
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Definition
Program common stimuli
Teach loosely |
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Term
| Method of programming common stimuli |
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Definition
| Identify salient stimuli in generalization setting and incorporate them into the instructional setting |
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Term
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Definition
Vary noncritical aspects of the training situation
Reduces likelihood of overly specific stimulus control
Increases likelyhood generalization setting will include some of the training conditions |
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Term
| Method of maximizing contact with reinforcement in the generalization setting |
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Definition
1.) teach target behavior to levels of performance required in natural setting
2.) Program indiscriminable contingencies
When the learner cannot discriminate when reinforcement will occur, the behavior is less likely to extinguish and more likely to get reinforced
Start with continuous reinforcement, switch to intermittent
Delayed rewards
3.) Set behavior traps
Powerful contingencies that maintain behavior with little additional intervention
1.)Irresistable reinforcers
2.) Low-effort behavior
3.) Contingencies of reinforcement in "trap" motivate learner to acquire target behavior
4.) little risk of satiation
4.) Ask people in the generalization setting to reinforce the target behavior
5.) Teach the learner to recruit reinforcement
Learners can be taught to request attention/reinforcement from other people in the environment, thereby increasing the amount of reinforcement delivered |
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Term
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Definition
Contrive a mediating stimulis
Helps the learner perform the target behavior and can be brought into a full range of different environments to prompt target behavior
Prompts learner to engage in target behavior
Should be functional and transportable
May use a person
2.) Teach self-management skills
Learner monitors own behavior and therefor is the mediating stimulus because he or she is always present |
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Term
| Methods of training to generalize |
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Definition
1.) Reinforce response variability
Lag schedules - reinforce response that is different from previous response
Differential reinforcement of varied responses
2.)Instruct the learner to generalize
Some learners may generalize if they are told to behave similarly in different situations |
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Term
| Important principles of generalization |
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Definition
Minimize need (train in natural settings when possible)
Probe frequently
Involve Others
Choose less intrusive alternatives
Contrive situations that will facilitate generalization |
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Term
| Programming for generalization |
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Definition
Strategies are not used in isolation
Usually combined for most effective generalization |
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Term
| When we teach behaviors, we want them to occur |
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Definition
in appropriate circumstances
(generalization
For as long as they are appropriate
(maintenence) |
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