Topic 19: Generalization and Maintenance

Question 1

Generalization

Answer 1

a process in which the behavior occurs in the presence of antecedent stimuli that are similar in some way to the discriminative stimulus present when the behavior was reinforced

generalization is also defined as the occurrence of a target behavior in a non-training situation after training

Question 2

Stimulus Exemplars

Answer 2

stimuli that represent that range of relevant stimulus in which the response is to occur after training

one strategy for promoting generalization is to train sufficient stimulus exemplars

Question 3

General Case Programming

Answer 3

a strategy for promoting generalization that involves the use of multiple training examples (stimulus exemplars) that sample the range of stimulus situations and response variations

Question 4

Functionally Equivalent Responses

Answer 4

a response that results in the same reinforcing outcome as an alternative response

the response serves the same function as the alternative response

Question 5

Self-Generated Mediator of Generalization

Answer 5

a behavior that makes it more likely that one will perform the target behavior at the right time

a self-instruction that is used to cue the appropriate behavior at the appropriate time is an example

Question 6

What is generalization?

Answer 6

behavior that occurs in the presence of an S^D that is similar to that used in training

behavior change that exists beyond the training program

Question 7

What are three kinds of generalization?

Answer 7

response maintenance

transfer of behavior across situations and settings

response generalization

Question 8

What is response maintenance?

Answer 8

extension of behavior change over time, after the program is no longer in effect

Question 9

What is the transfer of behavior across situations and settings?

Answer 9

behavior changes takes place in new/different setting and circumstances

Question 10

What is response generalization?

Answer 10

altering one behavior leads to similar changes in another, unaddressed response, may be one that is similar or related to the target behavior

Question 11

What were the three categories of generalization strategies proposed by Stokes and Osnes in 1989?

Answer 11

exploit natural contingencies

train diversely

incorporate functional mediators

Question 12

What is the generalization strategy of exploiting natural contingencies?

Answer 12

natural contingencies include the antecedents and consequences that affect target behavior

use contingencies that occur naturally in the environment

e.g. touching a hot stove by accident will affect subsequent behavior

Question 13

What is the generalization strategy of training diversity?

Answer 13

traditionally, training conditions have been tightly controlled, using highly consistent stimuli

instead, allow variations in the antecedent stimuli, responses, and consequences employed in the modification procedures

e.g. use multiple trainers, different settings, various reinforcers

Question 14

What is the generalization strategy of incorporating functional mediators?

Answer 14

mediator: a stimulus that occurs between training and generalization, and facilitates or promotes generalization

may be an S^D

e.g. referring to note cards before giving a presentation

Question 15

How do you reinforce generalization?

Answer 15

provide reinforcement when target behavior is performed outside of teh training situation

Question 16

How do you train skills that contact natural contingencies of reinforcement?

Answer 16

in a behavioral trap, a behavior that has been developed by programmed reinforcers is “trapped” (i.e. maintained) by natural reifnorcers

e.g. social speaking that is established in a training session can be maintained by social reinforcement (talking with other people)

Question 17

What are the steps of setting a behavioral trap?

Answer 17

1. identify your prey: with which behaviors does the person need the most help?, select behaviors that have natural reinforcers, and that lend themselves to frequent practice
2. find some powerful bait: what does the person like?, observe them or ask them directly
3. set the trap: place coveted materials in the person’s path
4. maintain your trap line: start small, and gradually progress to more complex behavior, use variety and periodically give your trap a break
5. appraise your catch: assess changes in target behavior frequently, make modifications or set another trap if ineffective

Question 18

How do you thin the schedule of reinforcement?

Answer 18

switch from continuous to intermittent schedule

gradually decrease frequency of reinforcement

Question 19

How do you modify contingencies of reinforcement and punishment in the natural environment?

Answer 19

if natural contingencies of reinforcement are not available, the trainer can teach others to provide reinforcement to the target person

e.g. train teachers to provide feedback and praise

Question 20

How do you incorporate a wide range of relevant stimulus situations in training?

Answer 20

expand stimulus control

often, a narrow range of S^Ds are used during training

subsequently, generalization may not occur if a different S^D is introduced

Question 21

How do you train with everyday antecedent settings and situations?

Answer 21

indicate typical features of the generalization setting into training

e.g. scrimmages for athletes, mock auditions for musicians dress rehearsals for actors

Question 22

Why not just conduct training in the real world?

Answer 22

may not be practical due to time, transportation costs, etc.

community-based training may not expose learners to the full range of examples they are likely to encounter (long lines at stores, heavy traffic conditions, etc.)

training in natural settings may be less efficient (cannot be halted or reset)

stimulated situations may be safer than the real world

Question 23

What is in situ training?

Answer 23

training occurs in the natural environment after an in situ assessment in which the person does not perform the target behavior

in “in situ” assessment the person is unaware that they are being assessed

Question 24

How do you teach a range of functionally equivalent responses?

Answer 24

response class

each response serves the same function; that is leads to the same outcome or consequences

e.g. learner uses a pen, pencil, or crayon to write their name

Question 25

How do you use general case training?

Answer 25

aka general case programming

use a range of antecedents as well as a range of responses

“general case” means the goal or target behavior that occurs beyond the training situation

during training, present a sufficient variety of members of a stimulus class (antecedents) to ensure that the person can perform the task

and teach learner to apply functionally equivalent responses

Question 26

How do you incorporate self-generated mediators of generalization?

Answer 26

physical stimulus (e.g. tying a string around your finger)

verbal and covert stimulus (e.g. self-instruction)

self-recording: the act of recording one’s own behaviors can promote generalization

Question 27

What are the steps of implementing generalization strategies?

Answer 27

1. identify the target stimulus situations for the behavior: determine appropriate times/circumstances for the target behavior before training
2. identify natural contingencies of reinforcement for the behavior: use natural contingencies to maintain target behavior
3. implement appropriate strategies to promote generalization: booster program which involves additional intervention sessions carried out to restore the original program’s training
4. measure generalization of behavior change: generalization probe

Question 28

What is a generalization probe?

Answer 28

trails that check whether the person performs the behavior with relevant, natural antecedent/contexts