Generalization

1. Types of Generalization

Generalization is the application of a learned skill across all relevant aspects of a patient’s everyday life. Two main categories of generalization are critical: stimulus generalization and response generalization. Additionally, generalization can occur across environments and across people.

With generalization, behavior change starts to occur in settings other than instructional settings.

big idea

These skills or new responses occur without training in new environments and situations.

Generalization involves the occurrence of the relevant behavior under different, untrained conditions. It uses newly acquired skills in novel and appropriate situations or settings, as well as new forms of behavior as appropriate.

Generalization can occur in these forms:

• across stimuli
• across responses
• across settings
• across people

1a. Across Stimuli

EXAMPLE

The patient is taught to say “Dog” when a picture of a Dalmatian is shown, or the patient is able to say “Dog” when they see a German shepherd, bulldog, or corgi in real life.

Remember when we learned about S^Ds while discussing the discrete trial? We stated that most of the S^Ds we present to our patients are visual, vocal, or a combination of visual and vocal.

Whenever we teach the patient to respond to one visual or vocal stimulus, we must ensure generalization to other similar visual or vocal stimuli so that when the patient encounters visual or vocal stimuli similar to those they have learned in therapy, they can still respond.

In everyday situations, we rarely say the same thing twice in exactly the same way, so it’s essential that our patients generalize across verbal stimuli.

1b. Across Responses

EXAMPLE

A friend says, “Hello.” The patient can respond with, “Hello,” “Hi,” “Hey,” etc.

1c. Across Settings or Environments

EXAMPLE

At home, the technician teaches the patient how to ask for a glass of water when they are thirsty. At the restaurant, the patient asks the waiter for a glass of water.

In addition to making sure the patient demonstrates generalization across visual and vocal stimuli, we also must make sure the patient can demonstrate generalization across settings or locations. Our patients may do most of their early learning in structured therapy sessions. It is our job to teach them to use these skills in other settings such as at school.

EXAMPLE

Salma consistently responds to the S^D, “Come here,” in the room where therapy takes place. To demonstrate generalization across settings, Salma needs to learn to respond to the S^D, “Come here” in

• other rooms in the house
• the backyard
• the front yard
• community locations

1d. Across People

Our patients may do most of their learning in therapy sessions with their behavior technician. However, in order for our therapy to be effective, the patient must be able to use the skills they can use with the behavior technician with caregivers, teachers, and peers. If the patient cannot demonstrate skills with other people, these skills do them no good in the long run.

EXAMPLE

The behavior technician teaches their patient the correct response to the S^D, “Put your shoes on.” Grandma comes over to spend time with the patient, and says, “Put your shoes on,” before the patient goes outside to play. The patient follows the instruction.

EXAMPLE

Jeorg consistently responds to the S^D, “Come here,” when his behavior technician Florian instructs him to come here. To demonstrate generalization across people, Jeorg needs to learn to respond to the S^D, “Come here,” with these other people:

• other behavior technicians on his team
• caregivers, family members
• other familiar adults (for example, family friends)
• teachers, classroom aides

EXAMPLE

The behavior technician teaches their patient to request, “My turn,” during games. When playing with peers, the patient requests, “My turn.” To demonstrate generalization across people, the patient needs to learn to use the skill with others when the skill would be needed. For this patient, this might include peers or siblings.

It may not be appropriate to generalize skills across all people. It would be unsafe for a client to follow S^Ds from strangers. Or, it may not be appropriate to follow all S^Ds issued by peers.

hint

One way we can promote generalization is by making sure caregiver training is always heavily incorporated in ABA sessions. Please connect with your BCBA as to how you can support caregiver training. As a general rule incorporating caregivers into your treatment can be very helpful for generalization. One easy thing you can do is just encourage caregivers to observe the ABA session. If you are working on a particular skill you have the caregiver step in and practice the skill with you during the session.

term to know

Generalization

Behavior change starts to occur in settings other than the instructional setting.