Cooper Ch 28 teaching maint/general

Question 1

The occurrence of relevant behavior under different, non-training conditions (i.e., across subjects, settings, people, behaviors, and/or time) without the scheduling of the same events in those conditions. (see pg. 616 for Box 28.1).

Answer 1

How stokes and bear defined generalization

Question 2

The thee basic forms of generalized behavior change.

Answer 2

o 1) response maintenance
o 2) setting/situation generalization
o 3) response generalization.

Question 3

refers to the extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior’s initial appearance in the learner’s repertoire has been terminated.

Answer 3

What response maintainence refers to

Question 4

the extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting.

Answer 4

Authors definition of response maintenance

Question 5

The environment where instruction occurs; includes all aspects of the environment, planned and unplanned, that may influence the learner’s acquisition and generalization of the target behavior.

Answer 5

Instructional setting

Question 6

Any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired.

Answer 6

Generalization setting

Question 7

The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior.

Answer 7

Author’s definition of response generalization.

Question 8

Teach the full range of relevant stimulus conditions and response requirements.

2. Make the instructional setting similar to the generalization setting.
3. Maximize the target behavior’s contact with reinforcement in the generalization setting.
4. Mediate generalization.
5. Train to generalize.

Answer 8

The five strategies for prompting generalized behavior

Question 9

Teach sufficient stimulus examples

2. Teach sufficient response examples
3. Program common stimuli
4. Teach loosely
5. Teach the target behavior to levels of performance required by naturally existing contingencies of reinforcement
6. Program indiscriminable contingencies
7. Set behavior traps
8. Ask people in the generalization setting to reinforce the target behavior
9. Teach the learner to recruit reinforcement
10. Contrive a mediating stimulus
11. Teach self-management skills
12. Reinforce response variability
13. Instruct the learner to generalize.

Answer 9

13 tactics for generalized prompting behavior

Question 10

instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus controls response forms; used to promote both setting/situation generalization and response generalization.

Answer 10

Multiple examplar training

Question 11

a systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting(s).

Answer 11

General case analysis

Question 12

including typical features of the generalization setting into the instructional setting.

Answer 12

Programming common stimuli

Question 13

randomly varying non-critical aspects of the instructional setting within and across teaching sessions.

Answer 13

Teach loosely

Question 14

a contingency in which the learner cannot discriminate whether the next response will produce reinforcement.

Answer 14

Indiscriminable contingency

Question 15

Minimize the need for generalization as much as possible.
• Conduct generalization probes before, during, and after instruction.
• Involve significant others whenever possible.
• Promote generalization with the least intrusive, least costly tactics possible.
• Contrive intervention tactics as needed to achieve important generalized outcomes.

Answer 15

5 guidelines for promoting G