Generalization / Measurement Flashcards
This generalization strategy consists of teaching the learner to respond correctly to more than one example of antecedent stimulus conditions. When using this strategy, a different stimulus example is incorporated each time the teaching program is implemented. What strategy is this?
teach sufficient stimulus examples
At times it is not desirable for the behavior or skill to generalize across all settings or situations. Teaching the student to discriminate the stimulus conditions that signal when responding is appropriate from the stimulus conditions in which responding is not appropriate is called
teach negative or “don’t do it” examples
When teachers include typical features of the generalization setting into the instructional setting to promote generalization, such as using similar materials or similar instructional formats, this is called:
programming common stimuli
Once a new behavior is consistent it is important to change the reinforcement schedule, particularly in terms of frequency and intensity. This generalization strategy is called:
programming indiscriminable contingencies
When a teacher trains a skill across as many settings, environments, materials and teachers as possible it can be said that that teacher is:
teaching loosely
Marion is having a difficult time getting her son, Michael to sleep in his own bed. Michael loves Paw Patrol, so Marion outfits his bedroom with Paw Patrol items-sheets, pillows, posters, rug and plush toys in an effort to entice Michael into his room, hoping that the Paw Patrol items will keep him in his bed at night. Marion is using which generalization strategy?
setting a behavior trap
Lisa is a special education teacher in a sub separate classroom. Her student, Jamie, will soon be included for periods of time in her 3rd grade general education classroom. Lisa knows that all students in this general education classroom earn points for raising their hands before speaking. She wants to set Jamie up for success in this area so that she will experience as much reinforcement as possible. She spends a great deal of time coaching Jamie on this skill, and requires that she always raise her hand before speaking. Which generalization strategy is Lisa using?
Using consequences that already exist in the generalized environment and teaching behavior to the level required by natural contingencies
In preparation for a job at a coffee shop, Kelsey is teaching her adult learners to thoroughly wash their hands. She stands next to them and counts to 20 so that they will wash for the period of time required by the coffee shop owners. She teaches them to silently count to 20 so that they can independently wash for the appropriate time when at the coffee shop. What generalization strategy is Kelsey teaching?
teaching self-management skills
Andrew is an adult member in a day program. He demonstrates vocal stereotypy in the form of humming. His teachers and therapists have taught Andrew that when he is wearing a lanyard with a red card he is expected to not engage in vocal stereotypy, and when he is wearing a lanyard with a green card he is welcome to engage in vocal stereotypy. When Andrew goes to the mall or any other community outing, he brings his lanyard and when on red, is reminded that he is not to engage in vocal stereotypy. This generalization strategy is called:
contriving a mediating stimulus
William is learning to drive. He has lessons with his driving instructor and practices driving with his parents. The driving instructor provides a great deal of feedback and reinforcement, while his parents provide little feedback and little reinforcement. When he brings this to the driving instructor’s attention, the driving instructor suggests that he asks his parents questions such as “did I do that right?” or “how am I doing”. The driving instructor is teaching William to:
recruit reinforcement
This generalization strategy involves teaching behaviors that are likely to come in contact with reinforcers in the generalization setting. These naturally occuring reinforcers do not have to be programmed, they already exist. For example, if the classroom reward system is already in place it can be used to train a new behavior. What strategy does this describe?
use the normal consequences or rewards that already exist in the child’s environment
This strategy involves bringing 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 learners performance of the target behavior.
contriving a mediating stimulus
This strategy encourages teachers, therapists, caregivers and family members to reinforce any instance of the target behavior, or any approximation of the target behavior when it is demonstrated in the generalization setting.
reinforce any occurence of generalization
A person who can improvise by emitting a variety of responses is more likely to solve problems encountered when a taught response fails to obtain reinforcement. When we teach a learner to generalize by emitting a variety of responses so that they can solve a problem in the generalization setting we are teaching which generalization strategy?
response variablity
This generalization strategy consists of contingencies of reinforcement that are so powerful that they produce substantial and long-lasting behavior change. They are characterized by irresistible reinforcers, a low-level response effort that is already in the student’s repertoire, contingencies of reinforcement that motivate the student to extend and maintain engagement and can continue to be effective for a long time, as learners show few satiation effects. This strategy is called:
setting a behavior trap
Kelsi is an integrated pre-school teacher. She wants to teach her student, Kelvin, to play with blocks. She knows that Kelvin has difficulty generalizing new skills, so she wants to plan for generalization at the start of the block building program. Her goal is for Kelvin to build a tower of 10 blocks. During her teaching sessions, she alternates between lego bricks, duplo blocks, wooden blocks and cardboard blocks. Which generalization strategy is she using?
-teach sufficient stimulus examples
-multiple exemplar training
-all responses are correct
-train sufficient exemplars
Andrew is an adult learner who has begun a work program at a local hardware store. Before beginning this job he was taught to greet his co-workers by saying “hey, how are you doing today?” He has been working at this hardware store now for three weeks and continues to greet each of his co-workers with the same script each time they cross paths in the store, which may be up to 15 times a day! It is likely that his initial training program for this skill did not include a generalization strategy called:
negative or “don’t do it” teaching examples
Jim is working with adults in a day program. He is working on teaching his members to order lunch from a menu at Applebees. He goes to Applebees and asks the manager for 5 menus that he can take back to the day program. He sets up a program whereby the members sit at a table, and with the actual menus from Applebees, practice ordering lunch. Jim is using which generalization strategy?
programming common stimuli
Bill is teaching his dog, Riley, to roll over on command. He begins by reinforcing every instance of rolling over on command and trains this skill in many different settings. After this behavior is occuring with 100% accuracy over a period of 5 days, Bill begins to fade the schedule of reinforcement, beginning with a FR 2, then and FR4, then a VR 3. What generalization strategy is Bill using?
indiscriminable contingencies
Janie is working with a young child with autism in an early intervention program, where DTI is used for the majority of sessions. She is aware that when using DTI it is possible that a small number of stimuli may aquire faulty stimulus control over the target behavior. To avoid this from happening, Janie varies the non-critical stimuli. For example, when teaching this student to tact farm animals, she uses several different examples of each of the farm animals. She is also careful to vary the location in the room where she runs this program-sometimes on the floor, sometimes at the table and sometimes while standing at the kitchen counter. She also varies the Sd-sometimes saying “show me the pig”, other times saying “which one is the pig?” Which generalization strategy is Janie using?
teaching loosely
Use the normal consequences or rewards that already exist in the child’s environment.
One needs
to directly teach behaviors that are likely to come into contact with reinforcers (consequences) in
the school or home. These are naturally occurring reinforcers that do not need to be programmed
and include teacher attention, peer attention, and reward systems already in place. These can be
used to generalize behavior if the behavior is similar to that which normally triggers the natural
reinforcers. To identify the naturally occurring reinforcers that maintain the target behavior, one
needs to observe the environment in which the behavior is to be generalized (e.g., home, school,
classroom, playground, 5th period)
Teach students to purposely request/recruit the natural reinforcers in the classroom, community,
or home.
Sometimes teachers overlook the initial attempts at behaviors that are being intentionally taught to the student. This may be because the student’s behavior is not yet frequent enough
or the skill is not yet sufficiently developed. Generalization can be fostered by attention being
brought to a student’s newly learned behavior, which triggers the natural reinforcers present. For
example, a student can be shown how to self-monitor his or her work accuracy, work productivity, or new positive behavior and then share the data with the teacher.
Eliminate behavior that may be a roadblock to generalization of the new behavior.
One needs to
determine which, if any, reinforcers are maintaining the inappropriate behaviors. These could include teacher or peer attention or escape from activities that are not reinforcing. Then, it is important to determine ways of at least temporarily reducing or eliminating these reinforcers until the
new behavior has a chance to take hold. For example, the teacher may reinforce the other children
in the classroom for not reacting to (laughing at, commenting on) student’s disruptive comments
or outbursts, while at the same time reinforcing each occurrence of cooperative or attentive behavior. The teacher can make the student’s academic work easier as a means to prevent the student
from acting up, while at the same time reinforcing completion of the modified assignments.
Reinforce any occurrence of generalization.
Teachers and other staff who work with the student
need to reinforce the desired behavior even if it is not “perfect.” For example, the special day class
teacher can remind his or her instructional assistants to comment, “You paid attention!” each time
they see the student, who is learning to follow directions, respond to a direction given by a staff
member
Train the behavior across as many settings/environments/staff/teachers as possible.
The more the
student practices the behavior in different settings, the more staff will request and reinforce the behavior and the more likely that the student will maintain the behavior. For example, when children
are learning appropriate playground behavior, it is important that all of the playground supervisors
become involved in the training process. At first, the new behavior may be taught with the help
and monitoring of one supervisor, but as time goes on, all supervisors should be involved in the
expectation of a particular behavior, including the uniform prompting and reinforcement of it.
Devise ways that the people in the environment in which the behavior occurs respond to the new
behavior such that the child recognizes that his or her behavior elicits a range of positive responses
Behavior that is reinforced by a range of responses in the environment will be maintained
more readily. Some staff may respond with a pat on the back and a smile, others may state, “What
a good job!” while still others may bring the child’s positive behavior to the attention of family
or peers.
Teach the new behavior in various settings.
It is helpful to teach at different times of the day, with
different children in the class, and in various classrooms. For example, once a student is proficient
in a self-monitoring intervention (charting) for attentional problems in his or her classroom, he or
she should be encouraged to use the same procedures in assemblies, at home, on field trips, and in
other settings.
Make consequences less predictable
Once the new behavior is consistent, it is important to
change the reinforcement schedule, particularly in terms of frequency and intensity. For example,
after teaching a child to keep track of his or her homework by checking it each night and praising
the child for his or her efforts, one can later switch to checking it every other night and then just
weekly. As another example, once one has a high rate of attending to tasks in the child’s reading
group by verbal reinforcement of each attentive response, then one can reduce the frequency of
verbal reinforcement to every third time.
