Identifying Generalized Behavior Change in Single-Subject Studies: Generalization and Maintenance
Objective: You will be able to identify if and how generalized behavior gains are evaluated in 4 single-subject experimental design (SSED) studies.
STEP 1: Review this basic definition and rationale
RATIONALE: A behavior change maybe said to have generality if it proves durable overtime, If it appears in a wide variety of possible environments, or if it spreads to avoid variety of related behaviors (Baer, Wolf, and Risley, 1968). That is, the most socially significant behavior changes last overtime, are used in all relevant settings and situations, and are accompanied by other functionally related responses (Cooper, Heron, and Heward, 2020) Thus, this exercise provides steps to evaluate the merit of SSED studies with regard to generalize behavior change across:
· Settings/ situations
· People
· Responses
· Time (also known as maintenance)
STEP 2: Watch this video on generalization answer the 5 questions that follow:
Question 1 : A socially valid measure of “mastery” is generalization across environments, that is, can the client ‘do it’ whenever and wherever in everyday life.
_____ TRUE
_____ FALSE
Question 2 : Generalization automatically happens after we teach a new skill for everyone we work with:
_____ TRUE
_____ FALSE
QUESTION 3 : The definition of ‘generalization’ is learning something in one environment and doing it in another:
_____ TRUE
_____ FALSE
Question 4: To evaluate generalized behavior change occurs, observe whether it occurs with(select all that apply):
_____ different people
_____ different settings
_____ the therapist that originally taught the skill
_____ the setting that the child originally mastered the skill
Step 3 : Now, let’s practice!
STUDY: THE EFFECTS OF MULTIPLE-EXEMPLAR SELF-INSTRUCTIONAL TRAINING ON HIGH SCHOOL STUDENTS’ GENERALIZED CONVERSATIONAL INTERACTIONS
Provide a screenshot of the first graph in the study here (only analyze one graph for this exercise):
Now, determine if generalization and maintenance were measured, and then make a judgement if you think there was generalized behavior change, and if so, for how long.
DID THE DATA REPRESENTED IN THE GRAPH SHOW:
Generalized Behavior Change Measured across:
Was it measured?
IF YES, Did it generalize?
People
YES NO
YES NO
Settings/situations
YES NO
YES NO
Responses
YES NO
YES NO
Generalization Across Time (Maintenance
Was it measured?
IF YES, Did it Maintain?
Across-Days?
Across Weeks?
Across Months
YES NO
YES NO
YES NO
YES NO
YES NO
STUDY 2: THE EFFECTS OF SINGLE INSTANCE, MULTIPLE INSTANCE, AND GENERAL CASE TRAINING ON GENERALIZED VENDING MACHINE USE BY MODERATELY AND SEVERELY HANDICAPPED STUDENTS
Provide a screenshot of the first graph in the study here (only analyze one graph for this exercise):
Now, determine if generalization and maintenance were measured, and then make a judgement if you think there was generalized behavior change, and if so, for how long.
Generalized Behavior Change Measured across:
Was it measured?
If yes, did it generalize?
People
YES NO
YES NO
Settings/situations
YES NO
YES NO
Responses
YES NO
YES NO
HINT: INFORAMTION FOUND ON MAINTENANCE ON PAGE 278
Generalization Across Time (Maintenance
Was it measured?
If yes, did it Maintain?
Across-Days?
Across Weeks?
Across Months
YES NO
YES NO
YES NO
YES NO
YES NO
STUDY 3 : Kern Koegel, L., Ashbaugh, K., Navab, A., & Koegel, R. L. (2016). Improving empathic communication skills in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 921-933.
Provide a screenshot of the first graph n the study here ( analyze one graphs for this exercise):
Now, determine if generalization and maintenance were measured, and then make a judgement if you think there was generalized behavior change, and if so, for how long.
Generalized Behavior Change Measured across:
Was it measured?
If yes, id it generalize?
People
YES NO
YES NO
Settings/situations
YES NO
YES NO
Responses
YES NO
YES NO
Generalization Across Time (Maintenance
Was it measured?
If yes, did it Maintain?
Across-Days?
Across Weeks?
Across Months
YES NO
YES NO
YES NO
YES NO
YES NO
STUDY 4 : INCREASING IMPLEMENTATION OF SPECIAL EDUCATION INSTRUCTION IN MAINSTREAM PRESCHOOLS: DIRECT AND GENERALIZED EFFECTS OF NONDIRECTIVE CONSULTATION
Provide a screenshot of the first graph in the study here (only analyze one graph for this exercise):
Now, determine if generalization and maintenance were measured, and then make a judgement if you think there was generalized behavior change, and if so, for how long.
Generalized Behavior Change Measured across:
Was it measured?
Did it generalize?
People
YES NO
YES NO
Settings/situations
YES NO
YES NO
Responses
YES NO
YES NO
Generalization Across Time (Maintenance
Was it measured?
Did it Maintain?
Across-Days?
Across Weeks?
Across Months
YES NO
YES NO
YES NO
YES NO
YES NO
STUDY 5: Stahmer, A. C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self‐management treatment package. Journal of Applied Behavior Analysis, 25(2), 447-459.
Provide a screenshot of the first graph in the study here (only analyze one graph for this exercise):
Now, determine if generalization and maintenance were measured, and then make a judgement if you think there was generalized behavior change, and if so, for how long.
Generalized Behavior Change Measured across:
Was it measured?
If yes, it generalize?
People
YES NO
YES NO
Settings/situations
YES NO
YES NO
Responses
YES NO
YES NO
Generalization Across Time (Maintenance
Was it measured?
If yes, did it Maintain?
Across-Days?
Across Weeks?
Across Months
YES NO
YES NO
YES NO
YES NO
YES NO
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