Generalization
Generalization occurs when a person learns something in one environment and can independently apply it in another. Spontaneous generalization occurs when the learner can do so without any additional training. Learners with autism often have a difficult time generalizing skills to new environments. They may need more intensive teaching to learn how to exhibit new skills outside of the teaching situation. While it may be important to teach new skills in a controlled manner, it is also important to make sure that the person can use the skill in a functional and meaningful way. There are three main types of generalization. Stimulus generalization means that the learner can respond the same way with different cues in place. For example, drivers stop at red lights and stop signs. When a driver stops for a policeman directing traffic, the driver has demonstrated stimulus generalization. The driver had the same response even though the cue (stimulus) was different. Response generalization means that a learner exhibits different responses in the same situations. For example, a teacher says good morning to her student. On Monday, the student responds with a wave. On Tuesday, the student acknowledges the teacher’s greeting with eye contact and a smile. The student exhibited a different response even though the situation was the same. The third type of generalization is generalization over time, also known as maintenance . This refers to the ability to demonstrate skills long after responses are no longer reinforced as they were in the training setting. Generalization and maintenance refer to the learner’s performance for both skill acquisition and behavior reduction goals.
When teaching learners with autism, we have to plan for generalization to occur. One way to convey that is to say, ‘We cannot just teach and hope.’ While teaching a new skill is certainly the first step, there are likely to be many more steps in teaching when to do the skill, when not to, and how to behave just right in a particular situation. The learning process is not complete until widespread generalization has occurred in meaningful situations.
Stimulus Generalization
1. The mailman greets the child, saying, “Hi. How are you?” 2. The child says, “Fine.” This skill has only been taught in Discrete Trial Instruction at school. 3. You have taught the child to ask, “Can I have a turn?” when others have highly preferred toys at home. At a family gathering at his aunt’s house, he asks a cousin, “Can I have a turn?”
43
ABA Principles & Methods
Made with FlippingBook - Online catalogs