Responding in the same way to antecedent stimuli that share certain aspects of other antecedent stimuli (SDs).

When a behavior occurs in conditions that differ from the original teaching conditions (e.g., across other settings, behaviors, stimuli, and people).

Branching out, PTB co-founder Dana Meller shares the latest from her "tree" of knowledge to help discriminate between response and stimulus generalization (puns intended).

Narrow stimulus control exhibited when a person responds to a specific stimulus with a limited number of specific responses.

A procedure that teaches correct responding by reinforcing responses in the presence of one stimulus condition (the SD), but not in the presence of the other (S∆ ).

PTB co-founder Dana Meller addresses the impact of biases and stereotypes based on common attributes like skin color, gender, race, religion, and nationality, emphasizing the need for positive change and fairness in our responses toward others. Refer to BCBA® Task List (5th ed.) Section B-11: Define and provide examples of discrimination, generalization, and maintenance.

Test your concepts and principles skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about response generalization. Dana highlights the differences between response generalization vs. stimulus generalization and shares a good rule of thumb for evaluating a response generalization scenario. Refer to BCBA® Task List (5th ed.) Section B-11: Define and provide examples of discrimination, generalization, and maintenance.

There are seven ways to program for generalization. PTB co-founder Dana Meller dives into "Indiscriminable Contingencies". Refer to BCBA® Task List (5th ed.) Sections B-11: Define and provide examples of discrimination, generalization, and maintenance; G-21: Use procedures to promote stimulus and response generalization.