Chapter 11 Flashcards
Why is maintenance important to teachers?
Allows them to see continued performance over time.
Stimulus generalization
Occurs when responses that have been reinforced in the presence of a specific stimulus occur in the presence of a different but similar stimuli.
EXAMPLE: Spend a lot of time teaching young children concepts such as colors or shapes.
Response Class
Response class is when changing one behavior will result in changes in other, similar behaviors.
Three questions a teacher should ask when considering generalization training
Has the skill be acquired?
Can the student acquire reinforcers without performing the skill?
Does the student perform part of the skill?
“Train and hope”
This happens when there are sometimes unplanned generalizations. They are likely to happen in cases where the skill trained is particularly useful to the student or where the skill becomes reinforcing in itself.
Sequentially modification
a procedure that allows stimulus generalization or transfer of training across settings. Generalization is promoted by applying the same techniques that successfully changed behavior in one setting to all settings where the target behavior is desirable.
“Trapping” behavior
Think in the context of a mouse trap. A mouse trap is an environment designed to accomplish massive behavior modification.
Incidental teaching
Strategies that incorporate instruction for individuals with disabilities into less structured activities that have been successful in promoting acquisition of behaviors and promoting generalization.
Indiscriminable contingencies
Can be seen in other procedures besides intermittent reinforcement that make it difficult for students to discriminate which responses will be reinforced.
Maintenance
Continued performance over time.
Response Generalization
Changes in untrained members of a response class.
General case programming
Promotes generalization by training sufficient exemplars.
