Abstract
Individualized behavior analytic interventions are effective for increasing behavioral deficits and reducing behavioral excesses. Although the effectiveness of these interventions is socially significant, if these effects do not generalize or maintain the overall impact of our services is severely limited. Therefore, behavior analysts must actively program for generalization and maintenance. In this chapter, you will introduce your supervisees to stimulus generalization, response generalization, and response maintenance and specific procedures to promote generalization and maintenance. During the group supervision meeting, you will describe strategies for promoting generalization and maintenance including teaching enough stimulus and response examples, teaching loosely, teaching to meet natural contingencies, teaching the learner to recruit reinforcement, and reinforcing response variability. During the individual supervision meeting, you and your supervisee will develop a plan to promote generalization and maintenance for a new client goal. During the final supervision meeting, you will instruct your supervisee to conduct teaching procedures for the new client goal specifically evaluating their use of the plan for promoting generalization.
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References
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Appendices
Appendix A: Promoting Generalization
Appendix B: Generalization Plan Development
Appendix C: Generalization Procedural Fidelity Checklist
Appendix D: Lag Schedule Practice
Joseph has an acquired traumatic brain injury and is relearning some of his speech including requesting access to toys. The clinician has taught Joseph to use four phrases for requesting including, “I want [toy name],” “can I play with [toy name],” “may I play with [toy name],” and “I’d like to play with [toy name].” The clinician has introduced a lag 2 schedule of reinforcement. Specify which responses should be reinforced using the following transcription:
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“I want [toy name]”
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“May I play with [toy name]”
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“Can I play with [toy name]”
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“I want [toy name]”
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“I want [toy name]”
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“I’d like to play with [toy name]”
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“Can I play with [toy name]”
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“I’d like to play with [toy name]”
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“Can I play with [toy name]”
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“May I play with [toy name]”.
Appendix E: Goal Component Checklist
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Davis, T.N., Akers, J.S. (2022). Generalization and Maintenance. In: A Behavior Analyst’s Guide to Supervising Fieldwork. Springer, Cham. https://doi.org/10.1007/978-3-031-09932-8_31
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DOI: https://doi.org/10.1007/978-3-031-09932-8_31
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