Gols By the end of clss, you should be ble to: Explin wht generliztion is, why it is criticl for techers to know how to tech so tht it occurs, nd give n exmple of it from your own experience in the clssroom SPCD 519 Weeks 12 TEACHING FOR GENERALIZATION & MAINTENANCE Explin nd give n exmple of the 3 types of generliztion Explin nd give n exmple of ech teching procedure to use in promoting generliztion Stges or Levels of Lerning Generliztion Mintennce Fluency Generliztion (trnsfer of lerning) is using behviors lerned under one set of circumstnces, such s the teching setting, in other situtions. At other times nd plces In the presence of other people Acquisition Review 1
Teching for Generliztion hs dvntges such s not hving to tech behvior under every possible circumstnce or strt from scrtch with every behvior. Possible problems ú My experience overgenerliztion ú Response form my drift from desired response Some Terms Associted with Generliztion A stimulus clss contins multiple stimuli tht occsion (trigger) the sme response Stimulus Clss: ; (i.e., shre common elements). The more similr 2 stimuli re to one nother, the more likely tht behviorl response will occur in the presence of both stimuli. A response clss consists of behviors shre some fetures in common (i.e., tht re similr to one nother). An exmple of Stimulus Clss: Another exmple of Stimulus Clss: Crying Bbies Some Useful Terms 2
Socil Greetings re n exmple of Response Clss. Shking hnds Bowing Sniffing (if you re dog!) Nmste hnds Wving A probe is nother term relted to Generliztion. A probe is brief ssessment of the performnce of trget behvior, often designed to see if the behvior is occurring cross different contexts or people Hugs Stimulus Generliztion, one of two ctegories of generliztion, occurs in presence of untrined (novel) but similr stimuli (in untrined contexts, t untrined times, or with new people). Exmples: Greeting people (different fces) Identifying sight words (in different types of texts) Mth problem strtegies (pplying the sme mth strtegies to similr ntecedents) Reding novel C-V-C words (fter lerning n initil C-V-C words) S D S D S D S D R S r S D Stimulus Generliztion E. Crter, 2003 3
Response generliztion, the second ctegory of generliztion tkes plce when person displys vrition of the tught behvior in the presence of the originl S D. Some exmples of response generliztion re ú Converstions ú Behviors requiring cretivity Writing Dncing Art Response Generliztion R S D R S r R R r E. Crter, 2003 Mintennce, nother type of generliztion, is when lerned behvior persists fter instruction hs ended. Behvior persists under nturl environmentl conditions Occsionlly generliztion my tke plce without forml teching. Why does spontneous generliztion occur? The skill is reinforcing in itself The setting becomes conditioned reinforcer Adult/stff behvior hs been chnged Inpproprite generliztion (overgenerliztion, for exmple) lso sometimes occurs nd my be corrected by discrimintion trining 4
Think bout/pln for Generliztion from the beginning of plnning for instruction nd include in your teching pln how you will ssess for generliztion. Questions to Ask Before Plnning Instruction to Tech for Generliztion (Hring & Liberty, 1990) 1. Hs student cquired the trget skill? Cn s/he perform it fluently? Behviors identified for chnge Intervention designed Intervention implemented Intervention evluted 2. Cn the student obtin reinforcers without performing the skill? 3. Does the student perform prt of the skill? E. Crter, 2003 Eight Strtegies to Use When Plnning nd Teching for Generliztion Trin nd hope (not rel strtegy!) e.g., tech ddition fcts nd hope John scores well on the timed quiz; prctice sking peer to ply during 30 min teching session in the clssroom nd hoping tht Mry uses the skill when she is t recess on the plyground ú Typiclly, this pproch doesn t work, so insted... ú ASSESS for generliztion & use some of the following specific teching strtegies ú Ask: Is the behvior performed fluently? Wht re the S D s nd Sdelts individul is responding to? Select strtegy nd tech it! 1. Introduction of nturl mintining conditions (contingencies) Bringing behvior under the control of consequences tht occur nturlly in the environment ú Nturl supports ú Behviorl trpping: Tech relevnt, socilly vlid behviors How do you determine wht these re? ú Identify conditions present in the nturl environment tht re likely to support (nturlly reinforce) the behvior, nd thus mintin it 5
Exmple of nturl mintining consequences Which re nturl contingencies for: ú Greeting peer ppropritely? ú Completing n ssignment ccurtely? ú Showing up on time? ú Filing to complete tsk? Wht re the typicl school-bsed contingencies for these sme tsks? 2. Sequentil modifiction is when we implement the intervention cross ll settings in which the trget behvior is expected to occur. ú Tech response with initil stimulus/ context; then probe next sitution; if no generliztion, tech response in tht sitution; etc. until generliztion occurs ú Tech cross responses, cdemic subjects, settings, people, etc. Is this relly n exmple of generliztion?? The most common mistke tht techers mke when they wnt to estblish generlized behvior chnge, is to tech one good exmple of it nd expect the student to generlize from tht exmple. (D. Ber, 1999, p. 15) 3. Trining sufficient (multiple) exemplrs Ensuring tht behviors re performed cross vriety of stimulus conditions in which the behviors will be required Tech cross multiple settings, ctivities, nd techers Select the most representtive exmples to use in teching by nlyzing the tsk: ú Identify criticl spects of the stimulus (nturl cue) ú Identify spects tht must be present if the exmple is to belong to the generl stimulus clss ú Identify nonexmples ú Tech the exmples nd nonexmples 6
4. Trin loosely is to tech wht nturlly occurs but to do so by identifying trinble moments nd tech whenever they occur. ú Is the opposite of discrimintion trining ú Purpose is to prevent irrelevnt stimulus controls tht inhibit or suppress generliztion ú Includes Nturlistic teching Milieu teching Incidentl teching 5. Using indiscriminble contingencies is using reinforcement or punishment contingencies tht re unpredictble to the student ú Difficult for individul to discriminte ntecedent nd consequentil contingencies operting t ny prticulr moment so individul responds to loosely relted cues 6. Progrmming common stimuli is mking the teching setting nd nturl setting s similr s possible by including common elements. ú In the teching environment, provide stimuli common to nturl environment (discrimintive stimuli, rules, instructionl mterils, schedules of ctivities, schedules of reinforcement) 7. Trining to generlize & Mediting generliztion Reinforce students for generlizing the trget skill ú Exmples: telling students they will receive reinforcement for using their trget skill in new settings or situtions Helping oneself to generlize (mediting) ú Exmples: Self-instruction, self-recording, rrnging physicl cues, correspondence ú Trining 7
Steps for Teching for Generliztion 1. Identify situtions in which you wnt the behvior to occur (trget stimulus situtions). 2. Identify nturl sources of reinforcement for the behvior. 3. Select nd implement pproprite strtegies to promote generliztion. 4. Monitor generliztion of the behvior cross settings, people, nd time. (Miltenberger, 2001) Coming up... Next Week (week 14) ú Teching Individuls to use Self-Mngement Strtegies ú Ethics nd ABA Red: Chpters 12 & 13 Turn in: Quiz 2 8