I ned help with the following assignment. This is the template for the assignment:
Field Notes Template
. To demonstrate reflection on the activities and assignments in each module. In SPE 560, you must select at least two tasks from the BACB Task List and at least one item in the
BACB Ethics Code for Behavior Analysts
.
This module addresses the following objectives:
- G-21: Use procedures to promote stimulus and response generalization.
- G-22: Use procedures to promote maintenance.
SPE560
BEHAVIOR CHANGE PROCEDURES:
IMPLEMENTING INTERVENTIONS IN
BEHAVIOR ANALYSIS
MODULE 7
GENERALIZATION AND MAINTENANCE
TOPICS
G-21 Use procedures to promote stimulus and response
generalization
G-22 Use procedures to promote maintenance
GENERALIZATION & MAINTENANCE
DEFINED
• Generalized behavior change
• Over time
• Across environments/stimuli
• Spreads to various related behaviors
• Response maintenance
• Continues to perform a target behavior when a part or all of the
intervention has been terminated.
• Stimulus generalization
• The target behavior emitted in a setting or in response to a stimulus
that is different from the ones during instruction.
• Response generalization
• Emergence of new untrained behavior that is functionally equivalent to
the learned behavior.
ASR 1 & 2
GENERALIZATION & MAINTENANCE
• Generalization does not just occur; you must plan for it.
• Select target behaviors what would meet the naturally existing
contingencies of reinforcement
• Specify the variations of the target behavior
• Specify the variations of stimuli and settings for the target behavior.
• After the intervention has been terminated.
GENERALIZATION & MAINTENANCE
SELECTING BEHAVIORS AND SETTINGS
• Select target behaviors what would meet the naturally existing
contingencies of reinforcement
• Functional to the learner
• Relevance of behavior: behavior should produce reinforcement after
the intervention in the learner’s environment.
•
•
•
Manding
Self-management
Social skills
• If behaviors taught are unlikely to be maintained by naturally
existing contingencies, planning is required
ASR 3
GENERALIZATION & MAINTENANCE
SELECTING BEHAVIORS AND SETTINGS
• Specify behavior variations
• Different responses/behaviors that produce the same function
• You need to determine if response generalization is required
• And, if so, to what extent?
• Specify setting and/or stimulus variations
• A list of desired settings and stimulus conditions
• Prioritize according to the importance and chances of entering the
settings.
GENERALIZATION & MAINTENANCE
STRATEGIES
• Teach the full range of relevant stimulus conditions and
response requirements
• Teach enough stimulus examples
•
Teaching the learner to respond correctly to multiple examples
•
•
•
•
Item (e.g., different apples)
Stimulus context (e.g., different instructions, presentations of these stimuli)
Setting (e.g., intervention/clinical one-on-one, group, home, school settings)
Person (e.g., teachers, parents)
• Teach enough response examples
•
Multiple-exemplar training: incorporate both stimulus and response examples.
• Remember to probe.
GENERALIZATION & MAINTENANCE
STRATEGIES
• Teach the full range of relevant stimulus conditions and
response requirements
• General case analysis: systematic selections of teaching examples
that represent stimulus variations and response requirements in the
generalized setting.
•
•
•
Using different vending machines in the generalized setting.
Using different mobile navigation applications.
Ordering food using different restaurants.
• Negative examples (nonexamples)
•
To strengthen stimulus control
•
•
Use toilet.
Use negative examples that share characteristics with the appropriate examples
ASR 4 & 5
GENERALIZATION & MAINTENANCE
STRATEGIES
• Making the instructional setting similar to the generalization
setting
• Program common stimuli to promote setting generalization
•
Identify stimuli that are typically in generalization setting and bring them into the
instructional setting
•
•
Set up a restaurant in the clinic.
Set up a crosswalk in the backyard.
• Teach loosely to avoid irrelevant stimulus property from controlling the
response
•
Varying noncritical aspects of the instructional setting.
•
See p. 732 for a list of noncritical aspects of the instructional setting that you can
vary.
ASR 6, 7, & 8
GENERALIZATION & MAINTENANCE
STRATEGIES
• Maximize contact with reinforcement in the generalization setting to
promote generalization and maintenance
• Teach behavior to levels required by natural contingencies.
• Program indiscriminable contingencies
•
•
Variable/random schedule of reinforcement (thin schedule of reinforcement)
Delayed rewards (transition from immediate to delayed)
• Set behavior traps
•
•
Contingencies that are powerful enough to produce substantial and long-lasting
effects
Irresistible reinforcement; low effort initially; interrelated contingencies that motivate
the learner to continue.
• Ask people in the generalization setting to reinforce target behavior
• Teach the learner to recruit reinforcement
•
•
Manding
Showing completed work
ASR 9
GENERALIZATION & MAINTENANCE
STRATEGIES
• Mediating generalization for setting generalization
• Using a mediating stimulus (functional and transportable)
•
•
•
A cue card or a prompt that the learner can bring to different settings.
Visual activity schedule
Self-promoting devices
• Teach self-management skills
ASR 10
GENERALIZATION & MAINTENANCE
STRATEGIES
• Teach generalization
• Reinforce response variability
•
Use a lag schedule of reinforcement
•
Reinforce if the current response is different from a number of previous responses
• Lag 3 – reinforce a response if it is different from previous three responses.
• Instruct the learner to generalize
•
•
“Remember to use this strategy at home!”
“Remember to wash hands in the restaurant before eating.”
ASR 11
GENERALIZATION & MAINTENANCE
GUIDELINES
• Minimize the need for generalization as much as possible
• Teach the skill that can directly produce reinforcement
• Teaching the skills in the natural setting.
• Probe for generalization before, during, and after instruction
• Remember to also probe for maintenance.
• Involve other people
• Parents, siblings, and caregivers
• Using the least intrusive and the least costly tactics
• Contriving tactics when needed
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