Why Generalization Matters
A behavior change that occurs only in the training setting, with the original trainer, and using the original materials has limited practical value. Generalization ensures that skills transfer to the settings, people, and situations where they are actually needed. Without deliberate programming, generalization often does not occur, a phenomenon Stokes and Baer (1977) called the "failure to generalize."
Types of Generalization
Stimulus generalization: the behavior occurs in the presence of stimuli that were not present during training (different settings, people, materials, or times). Response generalization: the learner exhibits untrained responses that are functionally similar to the trained response. Maintenance: the behavior persists over time after training has been reduced or discontinued.
Strategies for Programming Generalization
Train sufficient exemplars: teach the skill using multiple examples until the learner can respond correctly to novel examples. Train loosely: vary non-critical aspects of the training (seating, materials, instruction wording) so the learner does not become dependent on specific cues. Program common stimuli: include stimuli from the natural environment in the training setting. Use natural reinforcers: replace artificial reinforcers with naturally occurring consequences as soon as possible. Teach to generalize: directly reinforce instances of generalization when they occur.
Strategies for Programming Maintenance
Thin the reinforcement schedule: gradually move from continuous to intermittent reinforcement. Use natural reinforcers: ensure the behavior contacts naturally occurring reinforcement in the natural environment. Teach self-management: train the learner to monitor and reinforce their own behavior. Conduct periodic probes: check whether the behavior is maintaining and provide booster training if needed.