Chap 28 Generalization and maintenance

Question 1

Generalization

Answer 1

A trained behavior occurring at other times and places without having to be retrained completely, or if functionally related behaviors occur that were not taught directly

Question 2

Response maintenance

Answer 2

The extent to which a learner continues to perform the target behavior after intervention has ended

Question 3

Setting/situation generalization

Answer 3

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

Question 4

Instructional setting

Answer 4

The total environment where instruction occurs, including planned or unplanned aspects that may influence acquisition and generalization

Question 5

Generalization setting

Answer 5

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 (does not have to be somewhere different from where instruction is provided)

Question 6

Response generalization

Answer 6

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

Question 7

Overgeneralization

Answer 7

Learner emits the target behavior in the presence of stimuli that, though similar to the instructional examples or situation, are inappropriate for the behavior

Question 8

Faulty stimulus control

Answer 8

Target behavior comes under the restricted control of an irrelevant antecedent stimulus

Question 9

Contingency adduction

Answer 9

Process where a behavior that was initially selected and shaped under one set of conditions is recruited by another set of contingencies and takes on a new function in the person’s repertoire

Question 10

Generalization across subjects

Answer 10

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

Question 11

Four basic types of generalized treatment effects

Answer 11

1. Across time (i.e. response maintenance)
2. Across settings (i.e. setting/situation generalization)
3. Across behaviors (i.e. response generalization)
4. Across subjects

Question 12

Planning for generalized behavior change

Answer 12

1. Select target behaviors that will meet natural contingencies of reinforcement
2. Specify all desired variations of the target behavior and the settings/situations that it should occur after instruction ends

Question 13

Relevance of behavior rule

Answer 13

Choose only those behaviors to change that will produce reinforcers in the post intervention environment

Question 14

Naturally existing contingency

Answer 14

Contingency of reinforcement or punishment that operates independent of the behavior analyst’s efforts

Question 15

Contrived contingency

Answer 15

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

Question 16

Tactics for promoting generalized behavior change

Answer 16

1. Teach the full range of relevant stimulus conditions and response requirements
2. Make the instructional setting similar to the generalization setting
3. Maximize the target behavior’s contact with reinforcement in the generalization setting
4. Mediate generalization
5. Train to generalize

Question 17

Teaching sufficient examples

Answer 17

Teach the student to respond to a subset of all possible stimulus and response examples, then assess student’s performance on untrained examples

Question 18

Generalization probe

Answer 18

Measurement of learner’s performance under which no instruction or guided practice has been provided

Question 19

Teaching sufficient stimulus examples

Answer 19

Teach learner to respond correctly to more than one example of antecedent stimulus conditions and probe for generalization to untaught stimulus examples

Question 20

Multiple exemplar training

Answer 20

Incorporates both stimulus and response variations (e.g. use different teachers, different responses)

Question 21

Teaching sufficient response examples

Answer 21

Provides practice with a variety of response topographies

Question 22

General case analysis

Answer 22

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

Question 23

Programming common stimuli

Answer 23

Include typical features of the generalization setting into the instructional setting

Question 24

Teaching loosely

Answer 24

Randomly varying noncritical aspects of the instructional setting within and across teaching sessions. Reduces the likelihood that a single or small group of stimuli will acquire exclusive control over the target behavior. Also increases the probability that the generalization setting will include at least some of the stimuli present during instruction

Question 25

Indiscriminable contingency

Answer 25

Learner cannot discriminate whether the next response will produce reinforcement

Question 26

Delayed reward

Answer 26

Instead of delivering the consequence immediately following the target behavior, reward is provided after a period of time has elapsed; contingent upon the learner performing the target behavior in the generalization setting during an earlier time period

Question 27

Behavior traps

Answer 27

Contingencies of reinforcement that are especially powerful and produce substantial and long-lasting behavioral changes; easy to enter, difficult to exit

Question 28

Features of behavior traps

Answer 28

1. They have virtually irresistible reinforcers
2. Low-effort response that is already in the student’s repertoire is needed to enter the trap
3. Interrelated contingencies of reinforcement inside the trap motivate the student to acquire, extend, and maintain targeted academic and/or social skills
4. Few satiation effects

Question 29

Contriving a mediating stimulus

Answer 29

Bring the target behavior under the control of a stimulus in the instructional setting that will function in the generalization setting to reliably prompt or aid the learner’s performance of the target behavior; must be functional and easily transported to the generalization setting (e.g. cue cards, activity schedules)

Question 30

Ways to program desired response generalization

Answer 30

Reinforce response variability and instruct the learner to generalize

Question 31

Lag reinforcement schedule

Answer 31

Reinforcement is contingent on a response being different in some defined way from the previous response or a specified number of previous responses

Question 32

Guiding principles for promoting generalization

Answer 32

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