EDF 6226 final
What is the difference between the instructional and generalized setting?
Intrustional- Teaching/intervention/therapy occurs. Clinical setting
Generalization- Stimulus/place differs from the instructional setting
If a target behavior is emitted in a setting that is different from the instructional setting then they
have
Generalized the setting
If a learner continues to perform a target behavior once all of the intervnetion has been pulled
then they have achieved
response maintenance
If a learner emits untrained responses that are functionally equivalent to the trained target
behavior it is
response generalization
Contingency adduction
A process whereby a behavior that was initially selected and shaped under one set of conditions
is recruited by a different set of contingencies and takes on new function in a person's repertoire
How do we plan for generalization
Teach the full range of relevant conditions and response requirements
Loosely train, program for common stimuli, multiple exemplar training
Multiple exemplar training
Varying the appropriate response. Change and alternate different responses being used.
Mediation
Asking others to reinforce the behavior. Parent training
Reinforcing within ..5 second of response, in order for delayed rewards to be successful, what
must we do?
, Teach rule governed behavior. If something doesn't happen immediately, we know that is
coming
When a client engaged in untrained responses that are functionally equivalent ro the trained
target behavior they have learned to?
Generalize that response
When leaving the park, Nima was taught to say bye, now he says adios, see you later
response generalization
Functionally equivalent behaviors
Because we selected a functionally equivalent behavior, does not mean it will be successful
Ethical community
Members who share participation in contingencies that reinforce or punish behavioral practices
guiding principles for generalized outcomes
Minimize need for generalization
Conduct generalize probes
Involve significant others
Promote generalization with least intrusive tatics
Contrive intervention actives as needed to achieve
When do we intervene on problem behavior?
Immediately, long term ramifications can do more harm if we dont know the function
Scope of competence
Education, training, supervision
Julia works in-home with a small boy on the autism spectrum. His mother informs you that she is
going to go to the gym and will be back around the time your session ends. Which Ethics Code
would you refer to for direction on this dilemma (Please note: There could be more than one in
the entire code; however, there is only one correct answer from the choices below)?
1.04
What is the difference between the instructional and generalized setting?
Intrustional- Teaching/intervention/therapy occurs. Clinical setting
Generalization- Stimulus/place differs from the instructional setting
If a target behavior is emitted in a setting that is different from the instructional setting then they
have
Generalized the setting
If a learner continues to perform a target behavior once all of the intervnetion has been pulled
then they have achieved
response maintenance
If a learner emits untrained responses that are functionally equivalent to the trained target
behavior it is
response generalization
Contingency adduction
A process whereby a behavior that was initially selected and shaped under one set of conditions
is recruited by a different set of contingencies and takes on new function in a person's repertoire
How do we plan for generalization
Teach the full range of relevant conditions and response requirements
Loosely train, program for common stimuli, multiple exemplar training
Multiple exemplar training
Varying the appropriate response. Change and alternate different responses being used.
Mediation
Asking others to reinforce the behavior. Parent training
Reinforcing within ..5 second of response, in order for delayed rewards to be successful, what
must we do?
, Teach rule governed behavior. If something doesn't happen immediately, we know that is
coming
When a client engaged in untrained responses that are functionally equivalent ro the trained
target behavior they have learned to?
Generalize that response
When leaving the park, Nima was taught to say bye, now he says adios, see you later
response generalization
Functionally equivalent behaviors
Because we selected a functionally equivalent behavior, does not mean it will be successful
Ethical community
Members who share participation in contingencies that reinforce or punish behavioral practices
guiding principles for generalized outcomes
Minimize need for generalization
Conduct generalize probes
Involve significant others
Promote generalization with least intrusive tatics
Contrive intervention actives as needed to achieve
When do we intervene on problem behavior?
Immediately, long term ramifications can do more harm if we dont know the function
Scope of competence
Education, training, supervision
Julia works in-home with a small boy on the autism spectrum. His mother informs you that she is
going to go to the gym and will be back around the time your session ends. Which Ethics Code
would you refer to for direction on this dilemma (Please note: There could be more than one in
the entire code; however, there is only one correct answer from the choices below)?
1.04
