Generalization and Maintenance
Introduction to Generalization and Maintenance
Overview of the module contents:
Definition of generalization
Importance of generalization
Programming for generalization
Strategies for promoting generalization
Types of Generalization
Stimulus or Setting Generalization
Definition:
The extent to which a trained or learned response is exhibited in untrained settings and in response to untrained stimuli.
Key Concept: Whether a student can demonstrate a learned skill in different situations than where it was taught.
Example:
A student learns to button his shirt when prompted. For the skill to be functional, he must be able to button pants and coats in various situations (e.g., getting dressed at home, after using the restroom).
Conclusion: Generalization occurs when the student can button different clothing items in different situations.
Response Generalization
Definition:
The extent to which untrained responses that serve the same function as the originally trained response are emitted.
Key Concept: Producing a response that achieves the same outcome as the taught response.
Example 1:
A student learns to solve addition problems by counting on fingers. Subsequently, she counts in her head, which demonstrates response generalization.
Example 2:
A child learns to say hello in various ways and contexts (e.g., at home, at school).
Importance of Generalization
Generalization is crucial for the functionality of skills:
Most skills are useful only when applied in varied contexts.
Example: A student taught to greet teachers only may not use greeting skills in other contexts (playground, with parents, cashier).
The necessity for multiple response strategies:
If a child can only request snacks in one way, the skill remains limited.
Response generalization enables variations in requests, increasing the variety of ways students can access items and respond to situations.
Strategies for Promoting Generalization
Generalization does not occur naturally; specific strategies are essential.
Insights from Cooper, Herron, and Huard on eight strategies:
Teach multiple stimulus examples.
Teach multiple response examples.
Programming common stimuli.
Don't do it examples.
Teaching loosely.
Fade reinforcement to natural levels.
Mediate generalization.
Reinforce response variations.
Strategy 1: Teaching Multiple Stimulus Examples
Importance: Learners should respond to multiple antecedent stimuli.
Example: A child learns the word "cat" from a flashcard. To generalize, they must recognize it in different contexts (e.g., different fonts, books).
Practical Applications:
Using various cups for drinking demonstrates stimulus generalization.
Key Notes:
There is no set number of stimulus examples; it depends on the student and skill.
Periodically test untrained stimuli for generalization assessment.
Strategy 2: Teaching Multiple Response Examples (Multiple Exemplar Training)
Definition: Teach the learner multiple responses that serve the same function.
Example: Teaching a child to use a fork involves various methods of using it (piercing, scooping, twirling).
Outcome: If the child uses the fork in untrained ways, response generalization occurs.
Note: The number of responses taught varies with learners and responses.
Strategy 3: Programming Common Stimuli
Implementation: Bring natural environment stimuli into teaching contexts.
Applications:
When teaching in natural settings isn't possible:
Example: Job skills practiced in a teaching setup with real job supplies.
When teaching in natural settings is difficult:
Example: Grocery store skills taught with common materials (register, food).
Expose the learner to various situations:
Example: Teaching public bus riding with simulated bus environment features.
Strategy 4: Teaching Don't Do It Examples
Explanation: Teach both when to use and when to omit learned responses.
Example: Correct greeting at family reunion vs. inappropriate greetings in other contexts (e.g., work, strangers).
Purpose: Helps the learner discriminate contexts for emitted responses.
Strategy 5: Teaching Loosely
Concept: Change non-critical aspects of the teaching environment frequently.
Purpose: Prevent unimportant aspects from controlling the response.
Variations: Include different instructors, locations, instructions, and times.
Example: A child completing puzzles in various settings and with multiple teachers, ensuring the focus remains on the puzzle itself.
Strategy 6: Fade Reinforcement to Natural Levels
Importance of reinforcement in generalization:
The reinforcement provided during training may differ from what is available in natural settings.
Example: Praise for greetings in teaching vs. peer acknowledgment in playground contexts.
Implementation: Gradually reduce reinforcement during training to match real-world scenarios.
Strategy 7: Mediating Generalization
Two methods:
Contrived mediating stimulus:
Use teaching materials or cues in the generalization environment (e.g., mobile lists for tasks).
Self-monitoring skills:
Empower learner to track their own behavior (e.g., using timers for task completion).
Importance: Self-monitoring is effective only for learners who have previously succeeded with it.
Strategy 8: Reinforcing Response Variations
Allowing variations in responses during training encourages flexibility.
Example: If a student learns to respond to "How are you?" with "I’m fine," they also receive praise for saying, "I’m okay."
Approach: Create opportunities for learners to provide variations in responses through environmental arrangements or instructions.
Conclusion
Summary of Generalization:
Two types: Stimulus/setting generalization and response generalization.
Generalization increases the value of learned skills.
Recap of strategies for promoting generalization:
Include all eight strategies discussed, apply them consistently throughout teaching.
Conclusion of part one of the module on generalization and maintenance.