Generalization and Maintenance in Applied Behavior Analysis

Generalization and Maintenance

Types of Generalization

• Two types of generalization:
  • Stimulus or setting generalization
  • Response generalization

Stimulus Generalization

• Definition: Extent to which a trained response is exhibited in untrained settings and in response to untrained stimuli.
• In simpler terms: Demonstrating a learned skill in different situations other than the one in which the skill was taught.
• Example:
  • A student learns to button his shirt when asked.
  • Generalization occurs when the student can:
    • Button pants and coats.
    • Fasten large and small buttons.
    • Do this in various situations (home, restroom, school).
• Demonstration:
  • Teacher teaches the student to label various forms of "dog".
    • Picture of a dog
    • Toy dog
    • Puzzle piece of a dog
    • Seeing-eye dog.
    • Video of a dog

Response Generalization

• Definition: Extent to which untrained responses that serve the same function as the originally trained response are emitted.
• In simpler terms: Producing a response that has the same outcome as the response that was taught.
• Example:
  • A student learns to complete $2 + 3$ by counting on fingers.
  • Response generalization occurs when the student begins to count in her head instead.
  • Counting in her head serves the same function as counting on fingers.
• Demonstration:
  • Teacher greets a student named Dennis in different ways.
    • "Say hello."
    • Student says "Hello"
    • Student says "Hey, Lynn"

Importance of Generalization

• Skills are only functional if they occur within a range of different contexts.
• Example: Teaching a student to greet teachers in school.
  • Without generalization, the student will only greet teachers in that specific context.
  • With generalization, the student will greet:
    • Children at the playground.
    • Parents when they pick him up.
    • Cashier in the grocery store.
• Many situations require having multiple responses that serve the same function.
• Example: A child taught to request a snack by saying, "Can I have a cookie, please?"
  • Without response generalization, the child can only ask for cookies in that specific way.
  • With response generalization, the student can:
    • "Can I have a hug, please?"
    • "I want to wear this red shirt today."
    • "Cookies are my favorite. Can I have one?"
• Achieving stimulus, setting, and response generalization gives more functionality and value to a response, making it more meaningful to the student.