Lecture 17/03/13 Generalization and Maintenance Flashcards
What is generalistion ?
A behaviour is said to have generality if it is proved durable over time, if it appears in a wide variety of environments, or if it spreads to a wide variety of behaviours
When is generalization said to have occured ?
when a behaviour is observed in a noo-training setting without having to be retrained in those settings
What is being described? Occurence of behaviour across settings, people, responses and time.
generalization
Describe generalization across time ?
MAINTENCE
The extent to which an individual continues ti perform a response after part of all of the intervention has been removed
Behaviour must be maintained and persist once the behaviour analyst isn’t there
What is being described?
Behaviour must be maintained and persist once the behaviour analyst isn’t there
Generalization across time - maintence
Describe generalization across settings?
Behaviour is emittted in a new stimulus condition (does not need to be a new setting)
What is the instructional setting?
the training environment
What is the generalization setting?
The environment in which you wish the behaviour to occur ( it may share characteristics with the instructional setting)
What are these exaomples of;
1) teach a child to raise hand in special ed - regular ed.
2) buy from the school store - buy from the grocery store
3) write name on test - sign check in work
GENERALIZATION ACROSS SETTINGS
What is response generalization ?
When an individual emits functionally equivalent, untrained responses
What is being described? Reinforcement for one member of a response class increases the occurebce of other members of that class :
RESPONSE GENERALIZATION
What are these examples of ;
1) taught to say hi - say hello
2) taught to build a tower with wooden blocks - build a tower with lego
RESPONSE GENERALIZATION
Describe stimulus generalization
Tendency for similar stimuli to evoke the response - stimuli share physical properties e.g. colour, features, size, shape
What are these examples of ;
1) Fuzzy four legged animals = dog
2) blue, purple,nav, teal = blue
STIMULUS GENERALIZATION
How can we plan for generalization ? (2 points)
1) Select target behaviours that will come into contact with natural contingencies of reinforcement
2) Specify desirable variations of the target behaviour and the settings & situations in which you want the behaviour to occur after instruction .
Describe TEACH SUFFICIENT EXEMPLARS
Increasing the degree of stimulus control
brought about by varying irrevant dimnesions of the training stimuli (e.g. colour , size) so that the more vital stimuli come to contro lthe repsonse.
What are the following examples of ;
1) use alteranting objects of the target skill e.g. if learning to TACT ball , alterante between , footbll, rugby, beach ball ect.
TEACHING SUFFICIENT EXEMPLARS
Describe TEACH ALL RESONSE TOPOGRAPHIES
Make sure the training employs a sample of total responses in the response class that you are teaching (e.g. categories). e.g operate all vending machines
Describe TEACH FOR ALL POSSIBLE CONDITIONS
Ensure discrimination between situations in which to respond and situation in which not to respond.
Consider all relevant features to control responding under SD and Sdelta
Describe PROGRAM COMMON STIMULI
Make the training environment similar to the natural environment
use stimuli in training that are likely to be found in multiple environments. have multiple trainers
What are these examples of ;
1) use real money not play money#2) If teaching students clerical tasks such as filing use real documents
PROGRAM COMMON STIMULI
Describe teach loosely ?
vary non crtical aspects of the instructional setting within and across sessions.
What are these examples of ;
1) Teach a child to ask for help from everyone not just one specfic teacher
2) Vary the tone of voice, colours, sizes, shapes, object
TEACH LOOSELY
Describe TEACH TO AN APPROPRIATE LEVEL
1) Thin schedules of reinforcement to what will maintain the behaviour in the natural environment
2) Consider features of responding e.g. latency, rate and duration.
