Train loosely
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… Read more
Task List Reference: G-21
Use procedures to promote stimulus and response generalization.
Self-management (in programming for generalization)
A method to program for generalization that involves teaching the client self-management behaviors that will enable them to prompt and reinforce their own target behavior.
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Programming for Generalization: Expanding Skills Beyond the Learning Environment
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.
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Program common stimuli
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.
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Negative teaching examples
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
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Multiple exemplar training
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
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Mediation
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
Indiscriminable contingencies
A method to program for generalization during instruction that includes the use of intermittent and delayed reinforcement contingencies that parallel natural contingencies.
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General case analysis
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.
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Dana Do’s: Relating, Framing and Equating
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.
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Dana Do’s: Programming Common Stimuli
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.
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Dana Do’s: How to Get Unstuck When Studying for the BCBA®
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.
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