Providing for Generalization of Behavior Change提供行为改变的泛化.pptVIP

Providing for Generalization of Behavior Change “A behavioral change may be said to have generality if it proves durable over time, if it appears in a wide variety of possible environments, or if it spreads to a wide variety of related behaviors” (p. 338) Many criticisms of applied behavior analysis have resulted from the short lived results of many behavior change projects” (p. 440) Behavior change is often accomplished… “only for as long as the contingencies were in effect, or only in the presence of the initial trainer, or only for very specific behaviors that were trained” (p. 338) Acquisition-level behavioral objectives focus on conditions under which the behavior is to be performed and the criteria defined for performance. Given one quarter, two dimes, two nickels, and four pennies and the verbal cue, “show me your bus fare,” …student will hand teacher the coins equaling bus fare to travel from school to home 100% of the time. Generalization-level behavioral objectives also focus on conditions under which the behavior is to be performed and the criteria defined for performance. However, the conditions should reflect the real-life environment. Write a ‘generalization-level’ behavioral objective for the same student. Given one quarter, two dimes, two nickels, and four pennies and the verbal cue, “show me your bus fare,” …student will … ___________________________________________________ 100% of the time. Big Idea“…generalization should be programmed rather than expected or lamented.” (p. 340) “If generalization does not automatically result when behavior is changed, does that mean applied behavior analysis procedures are useless? If you have stuck with us this far, you know that we don’t think so. To most behavior analysts, the lack of automatic generalization indicates the need for developing a technology of generalization as efficient as the technology of behavior change.” (p. 340) The IEP It is important that the IEP for each student with a