A method to program for generalization during instruction that involves broadening the variety of the non-critical aspects of the SD, like the environmental variables (people, locations) that have nothing to…

A method to program for generalization during instruction that ensures the SDs used in the instructional setting are similar or the same as those used in the generalization setting/natural environment.

A method to program for generalization during instruction that involves teaching a variety of response and stimulus options to facilitate the acquisition of untrained responses in the presence of novel…

A method to program for generalization during instruction that involves teaching the client to generalize and discriminate the settings, times, and conditions in which it is not appropriate to display…

A method to program for generalization during instruction that involves teaching the individuals present in a client’s life (parents, employers) to help maintain and generalize new skills outside of treatment…

A method to program for generalization during instruction that includes the use of intermittent and delayed reinforcement contingencies that parallel natural contingencies.

A method to program for generalization during instruction that involves teaching the client all the different stimulus variations of a particular SD and the subsequent response variations for those stimuli.

A method to program for generalization and maintenance during instruction that involves bringing a target behavior under the control of natural reinforcers by exposing the behavior to those reinforcers.

Relating, framing and equating. PTB co-founder Dana Meller drills into the generalizability of relational frame theory, equivalence-based instruction, and stimulus equivalence. Would you believe they all go together? Refer to BCBA® Task List (5th ed.) Sections B-15: Define and provide examples of derived stimulus relations; G-21: Use procedures to promote stimulus and response generalization; G-12: Use equivalence-based instruction.

PTB co-founder Dana Meller explains how to use Multiple Exemplar training to improve your exam application skills. BCBA® Task List (5th ed.) Section: G-21 Use procedures to promote stimulus and response generalization.

PTB co-founder Dana Meller talks about programming common stimuli and how this method can help students feel more prepared on exam day. Refer to Task List section G-21: Use procedures to promote stimulus and response generalization.

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.