From Ecological Behaviorism to Response Generalization

2002 ◽  
Vol 21 (4) ◽  
pp. 55-73 ◽  
Author(s):  
E. Scott Geller
Keyword(s):  
Response Generalization

Developing Social Responses in Two Profoundly Retarded Children

AAESPH Review ◽  
1977 ◽  
Vol 2 (2) ◽  
pp. 53-60 ◽  
Author(s):  
James D. Burney ◽  
Barbara Russell ◽  
Richard E. Shores
Keyword(s):  
Social Interaction ◽  
Limited Extent ◽  
Social Responses ◽  
Response Generalization

The effect of training upon the development of social interaction responses in two profoundly retarded children was investigated. Both children showed marked gains in the trained responses, with one child also demonstrating limited generalization of the responses to a new setting. Response generalization to a child not involved in training occurred to a limited extent.

Antecedent Pausing as a Direct Instruction Tactic for Adolescents with Severe Behavioral Disorders

1988 ◽  
Vol 13 (4) ◽  
pp. 263-272 ◽  
Author(s):  
Jacqueline Hawkins
Keyword(s):  
Behavioral Disorders ◽  
Impulse Control ◽  
Correct Identification ◽  
Primary Method ◽  
Frustration Tolerance ◽  
English Grammar ◽  
9Th Grade ◽  
Response Generalization ◽  
Significant Difference ◽  
Low Frustration Tolerance

The lecture is the primary method of instructional presentation in secondary schools. Unfortunately, many students with short attention spans, low frustration tolerance, limited impulse control, and other behavioral disorders find difficulty acquiring and maintaining information delivered via the lecture format. The purpose of this study was to determine the effects of an instructional pause procedure on the English grammar performance of 8th and 9th grade students with severe behavioral disorders. Specifically, the author investigated whether instruction incorporating a modification of Rowe's Pause Procedure resulted in correct identification of verbs on English worksheets. The results show at least moderate increases in verb identification in 7 of the 8 students participating in the procedure. Additionally, evidence of response generalization (mixed verb production) shows a statistically significant difference following verb identification training.

An Examination of the Direct and Generalized Effects of a Play-Training and Overcorrection Procedure upon the Self-Stimulatory Behavior of a Profoundly Retarded Boy

AAESPH Review ◽  
1977 ◽  
Vol 2 (3) ◽  
pp. 131-146 ◽  
Author(s):  
Robert C. Kissel ◽  
Thomas L. Whitman
Keyword(s):  
Positive Reinforcement ◽  
Play Behavior ◽  
The Self ◽  
Inappropriate Behavior ◽  
Training Package ◽  
Response Generalization ◽  
Different Types

This study was designed to answer a question posed by Epstein, Doke, Sajwaj, Sorell, and Rimmer (1974) concerning whether an overcorrection technique administered to one inappropriate behavior will also suppress other untreated inappropriate responses. In addition, it examined another often-overlooked question, that is, whether the effects of treatment generalize over situations. The effects of a positive reinforcement and a hand overcorrection training package upon the play and self-stimulatory responses of a 14 year old profoundly retarded boy were examined In three different types of play situations. The design allowed both stimulus and response generalization effects to be assessed. Results indicated that the training procedures increased play behavior and decreased three different self-stimulatory responses. Although there was some evidence that both situational and response generalization effects occurred, these effects were not sufficient to preclude the need for further treatment.

Response Generalization

2014 ◽  
Author(s):  
Paige B. Raetz ◽  
Britt L. Winter
Keyword(s):  
Response Generalization

Response Generalization in Aggression

1972 ◽  
Vol 25 (4) ◽  
pp. 337-350 ◽  
Author(s):  
Edna B. Foa ◽  
Jim L. Turner ◽  
Uriel G. Foa
Keyword(s):  
Response Generalization

The Concept of Generalization in Behaviour Therapy

1982 ◽  
Vol 10 (4) ◽  
pp. 346-355 ◽  
Author(s):  
William R. Lindsay ◽  
Bertram E. Stoffelmayr
Keyword(s):  
Behaviour Change ◽  
Learning Theory ◽  
Stimulus Dimension ◽  
Single Stimulus ◽  
Stimulus Generalization ◽  
Behaviour Therapy ◽  
Treatment Situation ◽  
Response Generalization ◽  
Principles Of Learning

Several writers have been interested in the extent to which behaviour therapy techniques are derived from the principles of learning. The present paper reviews this issue with respect to stimulus generalization and response generalization in behaviour therapy. Generalization has been a problem because many therapists have reported that newly learned skills and behaviours have not transferred outside the treatment situation to settings in the patients' or clients' life. Reviewing the literature on stimulus generalization it is concluded that in research on learning theory, stimulus generalization is shown to occur along a single stimulus dimension while in the behaviour therapy literature researchers often attempt to produce generalization across many stimulus dimensions simultaneously and as a result generalization may be poor. It is suggested that subsequent therapy and research should be designed so that treatment situations and generalization situations differ on as few stimulus dimensions as possible, thus maximizing the probability of generalization. With respect to response generalization it is felt that the concept is weak as an explanation for behaviour change and it may be more useful to consider that behaviours are functionally related, so that changes in behaviour A will produce changes in behaviour B or that covert responses may account for changes in untreated behaviours. Finally, a recommendation is made that therapists be more precise about the stimulus dimensions along which they wish behaviour to generalize.

Establishing a Normal Peer as a Behavioral Model for Developmentally Delayed Toddlers

1977 ◽  
Vol 44 (1) ◽  
pp. 231-241 ◽  
Author(s):  
Tony Apolloni ◽  
Sharon A. Cooke ◽  
Thomas P. Cooke
Keyword(s):  
Transfer Of Training ◽  
Behavioral Model ◽  
Multiple Baseline ◽  
Social Reinforcement ◽  
Educational Programming ◽  
Developmentally Delayed ◽  
Motor Responses ◽  
Teaching Procedure ◽  
Response Generalization ◽  
Within Subjects

The present investigation demonstrated a systematic teaching procedure for establishing a normal toddler as a peer-model for three children showing delayed development, each one under 27 mo. of age. For each delayed subject, training consisted of adult-directed prompting and social reinforcement contingent upon the delayed children's imitations of material use and motor responses emitted by a normal peer. Within-subjects multiple-baseline designs across responses were used to demonstrate intrasubject control over imitative responding. Indices of stimulus and response generalization were assessed through having the peer-model present the trained responses along with untrained responses in a situation free of adult prompting and social reinforcement for imitative responding. Results indicated that the training in peer-imitation was successful for establishing the peer-model's behavior in a stimulus control relationship with the imitative responding of the delayed children. Moreover, the findings generally demonstrated transfer of training across stimulus situations and responses. Implications for educational programming with developmentally delayed children are discussed.

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