Unit 9 Flashcards
To create new individuals who are capable of
doing new things, not simply of repeating
what other generations have done-
individuals who are creative, inventive, and
discoverers
Goal of Education
Most students with autism and severe
disabilities have difficulty generalizing the
skills they learn.
And effective teacher has students perform
targeted skills in different settings and with
different instructors, cues, and materials
before concluding with confidence that the
student has acquired and generalized a skill
Importance of generalization
Adulthood is expressed through self-
sufficiency
Continued importance of generalization
The occurrence of relevant behavior under
different conditions without the scheduling of
the same events in those conditions as had
been scheduled in the training conditions
Generalization
The extent to which performance of the target
behavior is improved in environments
different than the original training
environment
Stimulus generality
The extent to which the learner performs
variety of functional responses in addition to
the trained response
Response Generality
The extent to which the learner continues to
perform the target behavior after a portion or
all of the intervention has been terminated
Maintenance
The changes in behavior of untreated
persons as a function of the treatment
contingencies that are applied to the client
Generalization across participants
Introduce to natural reinforcement contingencies Train sufficient exemplars Train loosely Use Indiscriminable contingencies Program common stimuli Mediate generalization Train to “generalize”
The techniques of training the generality of behavior change
Transfer control from trainer to stable, natural
contingencies
Accomplished by choosing behaviors to
teach that will meet maintaining
reinforcement contingencies after training
Introduce to natural reinforcement contingencies
Train in multiple settings
Use multiple trainers
Train with multiple stimuli
Train sufficient examplars
Training is conducted with relatively little
control over the stimuli presented and the
correct responses allowed, so as to maximize
sampling to relevant dimensions r transfer to
other situation and other forms of the
behavior
Train loosely
Use variable reinforcement schedules
Delay reinforcement
Hide
Use indiscrimidable contingencies
Used to teach new skills
Use until the data show stable responding for
several days
Continuous Reinforcement
Used to sustain/maintain intervention effects Used after stable responding has been achieved Can use a variable schedule to systematically fade reinforcement from continuous to intermittent
Intermittent Reinforcement
Focused training yields focused effects Diverse training yields diverse effects Use sufficient stimulus exemplars Vary dimensions of antecedents Make contingencies Indiscriminable
Training diversly
Establish a response as part of the new
learning that is likely to be used with other
problems as well
Language is the most common mediator
Mediate generalization
Reinforce generalization
Use instructions to facilitate generalization
Train to generalize
Gradual approximate the antecedent stimulus
conditions of the target environment by fading
in natural distracters within the training
environment
Select antecedent stimuli for the training
environments that can be altered to gradually
approximate the stimuli in the target
environment
Gradually change the nature of the consequent
stimulus conditions from contrived to natural
reinforcers and punishing stimuli
Programming for generalization
If a behavior has been maintained in two or more
contexts, and a procedure that decreases the
behavior (e.g., DRO or extinction) is introduced
in one of these contexts, the behavior may
increase in the other context(s) despite no
changes in the contingencies in these other
contexts.
Behavioral Contrast
The individuals we are paid to serve (clients)
Direct Consumers
Other individuals who benefit from behavior
change in clients
Indirect Consumers
Never abandon clients Don’t leave suddenly without adequately preparing Start planning ahead of time and collaborate with other professionals
Terminating Services
They don’t need your services
Client is not benefiting
Client is harmed by you service
The environment is unsafe
Criteria for terminating
The potential gain must be weighed against the
risk of continuing
This is done when deciding to take a case,
continue with a case, and terminate a case
Risk-benefit analysis
Assess risk of behavioral intervention
Assess benefits
Discuss the analysis with involved parties
Decision
Steps in a risk-benefit analysis
