Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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<strong>Instruction</strong> <strong>in</strong> <strong>Functional</strong> <strong>Assessment</strong> Chapter 3<br />
<br />
GENERALIZATION and MAINTENANCE of treatment effects is an essential component to<br />
address once: (a) the <strong>in</strong>dividual’s desired behavior is occurr<strong>in</strong>g at desired levels; (b) the<br />
problem has been reduced; and (c) treatment has been removed. There are three important<br />
types of generalization or spill-over effects that occur once treatment or tra<strong>in</strong><strong>in</strong>g has<br />
ended (Mart<strong>in</strong> & Pear, 2011). STIMULUS GENERALIZATION is the extent to which the desired<br />
behaviors occur across stimuli, sett<strong>in</strong>g, and people. For example, after successfully learn<strong>in</strong>g<br />
how to ask for help when faced with a difficult task at work, the <strong>in</strong>dividual is now able to<br />
do likewise when at home. Response generalization is the extent to which behaviors other<br />
than the taught behavior occur. For example, after the resident of a group home has been<br />
taught to greet visitors with a “Hello” and a handshake (<strong>in</strong>stead of a hug), she also has<br />
begun appropriately ask<strong>in</strong>g visitors to enter the house and to sit <strong>in</strong> the liv<strong>in</strong>g room. Lastly,<br />
response ma<strong>in</strong>tenance is when the desired behaviors taught occur long after the tra<strong>in</strong><strong>in</strong>g<br />
has been completed (e.g., weeks, months, or years).<br />
Stokes and Baer (1977) wrote their pivotal review of the published research exam<strong>in</strong><strong>in</strong>g<br />
generalization and concluded that generalization needs to be planned for dur<strong>in</strong>g <strong>in</strong>tervention<br />
to ensure that it occurs. Although much research on ways to promote generalization<br />
of treatment ga<strong>in</strong>s has occurred over the years, more rema<strong>in</strong>s to be done (Falcomata &<br />
Wacker, 2013). A review of methods to promote generalization is beyond the scope of this<br />
book. The reader is encouraged to consult other sources such Baer (1981) or Goldste<strong>in</strong> and<br />
Martens (2000) for more <strong>in</strong>formation.<br />
<br />
A comprehensive evaluation of the effectiveness of treatment for a particular client/<br />
student case should <strong>in</strong>clude the follow<strong>in</strong>g:<br />
Client/student’s behavior change <strong>in</strong> the desired direction compared to basel<strong>in</strong>e<br />
<br />
<br />
<br />
<br />
An <strong>in</strong>crease <strong>in</strong> re<strong>in</strong>forcers or enriched experiences for the <strong>in</strong>dividual, such<br />
as more community experiences and a less restrictive environment for the<br />
<strong>in</strong>dividual<br />
Generalization of desired behaviors and cont<strong>in</strong>ued reduction of challeng<strong>in</strong>g<br />
behaviors across time (response ma<strong>in</strong>tenance)<br />
SOCIAL VALIDITY or the treatment is acceptable to the <strong>in</strong>dividual and significant<br />
others <strong>in</strong> terms of goals, procedures, and outcome (Wolf, 1978)<br />
Cost-effectiveness or whether the benefits associated with treatment implement<br />
outweigh the costs<br />
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