Programming for Generalization

  1. Assess skills established on computer in generalization setting (e.g., Stromer et al., 1996)
  2. If skill generalization absent or unreliable, identify feature class and/or arbitrary class prerequistes (McIlvane et al., 1993).
  3. If feature class prerequistes deficit indicated, bring stimuli from generalization environment to teaching environment and assess/teach the needed classes
  4. If arbitrary class prerequistes deficit indicated, bring stimuli from generalization environment to teaching environment and establish the needed classes
  5. If skill generalization still unsatisfactory, see "Programming for Generalization: Strategies and Techniques" (in prep.)

Previous curriculum unit:
    Establishing Functional Communication

References

McIlvane, W. J., Dube, W. V., Green, G., & Serna, R.W. (1993). Programming conceptual and communication skill development: A methodological stimulus class analysis. In A. P. Kaiser & D. B. Gray (Eds.), Understanding childrens' language. Baltimore, MD: Brookes

Stromer R., Mackay H.A., Howell S.R., McVay A.A., & Flusser D. (1996). Teaching computer-based spelling to individuals with developmental and hearing disabilities: Transfer of stimulus control to writing tasks. Journal of Applied Behavior Analysis, 29, 25-42.