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| An Historical Analysis of Generalization, Its Impact on Skill Development Approaches and Implications for Intervention |
| Saturday, May 24, 2008 |
| 2:30 PM–3:50 PM |
| Williford B |
| Area: EDC; Domain: Applied Research |
| Chair: Kimberly P. Weber (Gonzaga University) |
| CE Instructor: Kim Killu, Ph.D. |
| Abstract: Since the publication of the seminal article by Baer, Wolf, and Risley (1968) Some current dimensions of applied behavior analysis, issues of and strategies for generalization and maintenance have grown in importance but have yet to become standard practice. This symposium will address the status of generalized programming with in the field of ABA, the status of generalization and maintenance within instructional programming for student with disabilities, and implications of omitting generalized outcomes for effective programming. |
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| Reviewing Generalization Practices In JABA: Have We Listened To Baer, Wolf & Risley? |
| KIMBERLY P. WEBER (Gonzaga University), Kim Killu (University of Michigan, Dearborn) |
| Abstract: With a field that has the technology to promote the generalization and maintenance of behavior change, it is imperative that behavior analysts utilize the resources available to preserve the very skills that they strive to teach and train. However, it appears as if most empirical investigations fail to fully address generalization and maintenance strategies. An examination of published articles in JABA from the past decade were used to evaluate data and procedures for determining whether generalization strategies were addressed. |
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| Programming for Generalized Skill Development for Individuals with Disabilities: An Examination of the Literature. |
| KIM KILLU (University of Michigan, Dearborn), Kimberly P. Weber (Gonzaga University) |
| Abstract: Generalization is a key component for the development of practical skills for individuals with disabilities. This evaluation examined published articles that addressed skill development in individuals with disabilities to 1) determine if articles that focused on skill acquisition addressed generalization and maintenance, 2) determine the extent to which these articles focused on generalization and maintenance strategies as compared to the strategies and tactics available for such training, and 3) determine whether the article measured the effects of strategies in regards to generalization and maintenance. Results are discussed along with implications for the effectiveness of intervention and the viability of the field. |
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| Generalization Of Purchasing Skills To Teenagers With Developmental Disabilities. |
| SHANNON HAYTER (Gonzaga University), Kimberly P. Weber (Gonzaga University), Carol M. Antcliff (Gonzaga University), Thomas Ford McLaughlin (Gonzaga University) |
| Abstract: Xin, Grasso, Dipipi-Hoy, and Jitendra (2005), found that purchasing skills require high demands of basic academic skills. Teaching the skills effectively arranges training in a comprehensive format, facilitating acquisition, retention, and generalization of new learning efficiently (Stein, Silbert, & Carnine, 1997). Throughout teaching, Stokes and Baer (1977) recommended that experimenters should act as if generalization never ‘naturally’ happens, but always requires programming. In reaction to these findings, this study evaluated teaching teenagers with developmental disabilities the dollar-up strategy after teaching two pre-skills: rote and rational counting. Further, generalization of the dollar-up strategy was assessed throughout all phases of the study to find when the skill would transition to occur naturally. The proposed framework suggests that the ability to purchase items in the community will occur naturally when planning for generalization is implemented with fidelity. The implications of this study will be discussed including the findings of non-overlapping data. |
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| The Implications Of Our Failure To Address Generalization From Standard Practice. |
| KIM KILLU (University of Michigan, Dearborn), Kimberly P. Weber (Gonzaga University) |
| Abstract: Despite a technology of teaching and training for generalization, a lack of policy exists to promote generalized outcomes for instructional and behavioral programming. This paper examined the states adherence to effective components in program development in regards to behavior intervention plans including the assessment process and implications for effective intervention. Reasons for the omission of generalized programming and interventions planning will be discussed along with the implications for effectiveness of treatment and the utility of ABA in practice. |
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