Providing for Generalization of
Behavior Change
“A behavioral change may be said to
have generality if it proves durable
over time, if it appears in a wide variety
of possible environments, or if it
spreads to a wide variety of related
behaviors” (p. 338)
Many criticisms of applied behavior analysis
have resulted from the short lived results of
many behavior change projects” (p. 440)
Behavior change is often accomplished…
 “only for as long as the contingencies were
in effect, or
 only in the presence of the initial trainer, or
 only for very specific behaviors that were
trained” (p. 338)
Acquisition-level behavioral objectives focus
on conditions under which the behavior is to
be performed and the criteria defined for
performance.
Given one quarter,
two dimes, two
nickels, and four
pennies and the
verbal cue, “show me
your bus fare,”
…student will hand
teacher the coins
equaling bus fare to
travel from school to
home 100% of the
time.
Generalization-level behavioral objectives also
focus on conditions under which the behavior
is to be performed and the criteria defined for
performance. However, the conditions should
reflect the real-life environment.
Write a ‘generalization-level’ behavioral
objective for the same student.
Given one quarter,
two dimes, two
nickels, and four
pennies and the
verbal cue, “show
me your bus fare,”
…student will …
_________________
_________________
_________________
100% of the time.
Big Idea
“…generalization should be programmed rather
than expected or lamented.” (p. 340)
“If generalization does not automatically result
when behavior is changed, does that mean
applied behavior analysis procedures are
useless? If you have stuck with us this far, you
know that we don’t think so. To most behavior
analysts, the lack of automatic generalization
indicates the need for developing a technology
of generalization as efficient as the technology
of behavior change.” (p. 340)
The IEP
 It
is important that
the IEP for each
student with a
disability includes
objectives for the
levels of
maintenance and
generalization.
 It
is important
that the IEP for
each student
with a disability
includes
objectives for the
levels of
maintenance and
generalization.
Ok, ok.
What are the types
of generalization?
2

Three types of
generalization



Stimulus
Generalization
Maintenance
Response
Generalization
1
I’m glad you asked that
question.
Stimulus Generalization
AKA Transfer of Training
 “…occurs
when responses that have been
reinforced in the presence of a specific
stimulus occur in the presence of different
but similar stimuli…
 A group of stimuli that should occasion the
same response may be considered
members of a stimulus class. In general,
the more similar the stimuli, the more likely
stimulus generalization will occur.
(e.g., knowing the concept “hammer,”
you can point to all varieties of hammer)
Response Maintenance
AKA Resistance to Extinction, Durability,
Behavioral Persistence
 “The
ability to perform a response over
time, even after systematic applied
behavior procedures have been
withdrawn.
 Most experimental evidence indicates that
extinction occurs unless specific measures
are taken to prevent it.” (p. 444)
e.g.,
 An
EDSE student knows that reacting to
annoying behaviors may actually reinforce
those behaviors.
 Student indicates the same on a test.
 During practicum the same student gives
attention to annoying behaviors.

This is a non-example of maintenance.
Response Generalization
AKA Concomitant/Concurrent Behavior
Change
 Refers
to unplanned changes in similar
behaviors when a target behavior is
modified.
 Sometimes changing one behavior will
result in changes in other similar
behaviors. Such similar behaviors are
often referred to as a response class, and
changes in untrained members of the
response class, as response
generalization.
e.g.,
A
person learns to copy and paste in
Microsoft Word.
 When confronted with making a Power
Point presentation for class, the person
applies the principle of cutting and pasting
to getting pictures into their slides.
 The same person applies the principle to
including their behavior change project in
their Live Text e-portfolio.
Strategies to promote generalization…
Train and Hope

“In spite of reported
evidence that some
behaviors are
automatically
generalized, it is
important to remember
that most are not”
(p. 347)
Sequentially Modify

“...generalization is
promoted by applying
the same techniques that
successfully changed
behavior in one setting
to all settings where the
target behavior is
desirable.” (p. 349)
Introduce to Natural
Maintaining Contingencies
While not an automatic
process, the teacher
should be aware that
when naturally
maintaining
contingencies are found,
they should be used.
 In other words the
teacher should set a
trap.

Introduce to Natural
Maintaining Contingencies

Some behaviors do
lend themselves to
trapping. If behaviors
can be generated that
result in increased
peer reinforcement,
they are particularly
likely to be
maintained. (p.347)

“The Teacher who
wants the natural
environment to take
over reinforcement
should be aware that
this is by no means
an automatic
process.” (p.348)
Introduce to Natural
Maintaining Contingencies
Observe what seems to be reinforcing for the student;
 Choose behaviors that are rewarded in other settings,
by other persons;
 Teach students to solicit attention (and reinforcement)
for behaviors (e.g., “How am I doing?);
 Teach students to recognize reinforcement when it is
delivered. (p. 351)

Train Sufficient Exemplars
…using general case programming
“...emphasizes using
sufficient members of a
class of stimuli to
ensure that students will
be able to perform the
task on any member of
the class of
 stimuli” (p. 354)

Train Sufficient Exemplars
…in multiple settings
A lemon is a
citrus fruit.
A lemon is a
citrus fruit.
Homeroom
Health Class
 “Concurrent training
conditions (e.g., 2 skills
instead of 1) tends to produce more
generalization than serial training.
 OYO - READ page 357.
 “The use of naturalistic or loose training
represents a departure from tradition in special
education teaching. Its success suggests again
the importance of teachers’ maintaining their
skills and keeping up with current research.”
Train Loosely
Use Indiscriminable Stimuli
 Thin
(e.g., by delaying, or making intermittent)
the reinforcement schedule as much as
possible and the behavior may not extinguish
no matter the setting, person, or time.
 OYO
- Read “Ms. Bell’s Class Learns to
Complete Assignments” on pages 359.
Program Common Stimuli

“This may be
accomplished by either
increasing the similarity
of the training situation
to the natural
environment…

or by introducing
elements of the training
situation into the natural
environment.” (p. 359)
“It is possible to increase the probability of
generalization by reinforcing generalization as a
response class....In mediating generalization, students
are taught to monitor and report on their own
generalization of appropriate behavior” (p. 362)
Mediate Generalization
and Train to Generalize