Ch 30 Generalization & Maintenance of Behavior Change Flashcards
(18 cards)
strategy where multiple exemplars of a concept or response class are taught so that generalization can occur. learner is more likely to respond correctly to new, untrained examples in the future.
e.g. showing pictures of big dogs, small dogs, cartoon dogs, real dogs, and different breeds
teach enough examples
generalization strategy where you vary non-critical aspects of instruction during teaching. helps learner respond in different settings, with different people, materials or phrasing-not just in the exact conditions they were taught.
e.g. varying position, people, time of day, tone of voice, wording
instead of always saying “what is this?” you might say “what do you call this?”, “what do you see?” while holding a cup, or varying the cup (sip cup, mug, traditional tea cup)
teach loosely
when learner uses a skill they were taught in one environment or context in different environments or situations, without direct training in those new places
e.g. learner uses toilet in clinic and also in the home and in public restrooms
setting/situation generalization
continuation of a learned behavior over time, even after teaching or r+ has stopped
response maintenance
when learner emits new untrained responses that serve same function as taught behavior. aka producing different responses that achieve the same outcome
e.g. learner learns “help”, and later says “help please”, “help me”, “I need help”
learner learns “hi” and later says “hey”, waves, “what’s up?”
response generalization
generalization strategy where you include natural environment elements during teaching
e.g. using the same type of toilet seat, handwashing routine, or visual schedule in clinic that learner uses at home
using pictures of real crosswalk signs or recordings of street sounds in practice
program common stimuli
consequence that occurs naturally in the real world, without intervention, as a natural result of the behavior.
e.g. learner tells a funny joke and people laugh
learner asks “can i get water?” and someone gives them water.
learner shows up on time to a broadway show and is let into the show after giving their ticket (or learner shows up late and must wait to go inside due to the show already starting)
naturally existing contingency
teaching strategy where you present many different examples of a concept, response, or skill during instruction
-use different settings, people, phrasing, people, materials
multiple-exemplar training
environment or context in which teaching occurs
-structured/controlled (DTT (one-to-one, specific materials and prompts), NET (social skills during group activity), classroom setting (following group instruction, sitting at desk, playing with peers), community setting (practicing safety skills, ordering food, paying with cash or credit)
instructional setting
reinforcement contingency where learner cannot predict when reinforcement will occur. this makes behavior more likely to persist over time
-e.g. VR schedule, mystery prize for appropriate behaviors but learner doesn’t know which one will result in the prize, delayed reinforcement (to reflect real world contingencies)
indiscriminable contingency
behavior that persists across different environments, people, stimuli, or time without direct teaching.
-reflects ultimate goal of ABA- to teach skills that are functional, flexible, and maintained outside of structured teaching
e.g. learner shares toys at the park and at home, not just in the clinic
learner was taught “help” but also says “help me” and “help please”
learner uses the same AAC to request toys at home and in the clinic
generalized behavior change
any environment other than the original training setting where a learned behavior is expected to occur without additional teaching.
-it’s where we test or promote the use of a skill outside of the original teaching context, to ensure bx generalizes to real life
e.g. learner brushes teeth at home learning same routint learned in the clinic
generalization setting
method used to assess whether a learned skill transfers to new people, settings, stimuli or responses without additional teaching
e.g. learner follows one-step directions in clinic. give the same instruction at home and see if learner responds correctly in the different environment
learner responds to greetings from familiar adults. have unfamiliar adults and peers greet them to see if the skill transfers across people
generalization probe
when a behavior change taught to one individual is later observed in other individuals without direct teaching
generalization across subjects
teaching approach that ensures learners are taught using varied and representative examples, so they can generalize skills across real-world situations
e.g. selecting examples and non-examples, teaching using different types of microwaves
general case analysis
artificial or intentionally introduced stimulus used during teaching to promote generalization or retention of target behavior. not naturally present in environment but is added to serve as a cue ot link between learning environment and the generalization setting.
e.g. learner earning tokens for appropriate behavior in clinic and at school, learner is taught to use a “help” card whenever they need help in clinic and at home, learner is taught to use deep breathing when presented a calm-down card and use it in public as a reminder to use it to regulate their emotions when upset
contrived mediating stimulus
deliberately arranged reinforcement or punishment contingency that is not naturally occurring. it is created by the therapist to teach or strengthen a behavior, especially when natural consequences are not sufficient
contrived contingency
strategy in which a taught behavior becomes self-maintaining because it leads to naturally occurring reinforcement.
e.g. child is taught to read->starts reading fun books->reading naturally improves
child taugh to greet peers->peers respond positively-> child continues greeting peers without instruction
learner is taught to use AAC-> uses it to request favorite items-> continues using it across settings (home, school, playground, stores)
behavior trap
