Generalization and maintenance programming

Program behavior change to persist and occur across relevant people, settings, stimuli, and time after intervention is reduced.

Select generalization strategies.

If this concept is weak, practice Behavior-Change Procedures scenarios and write one correction rule after each miss.

If not, pause and rewrite the definition in plain language before answering more scenarios.

Look for the data, timing, function, stakeholder, or ethical constraint that makes this concept relevant.

A concept is not stable until you can explain why a plausible wrong answer is weaker.

A 5-year-old learner performs asking for a break only after the instructor points to the correct material. The goal is independent responding when the natural cue appears. Across 8 sessions in service week 9, one observer recorded 49 minutes of observation in the early intervention clinic. The BCBA should:

During teaching, a student responds correctly with one example but errors increase with new materials and staff. Across 4 sessions in service week 9, 2 observers recorded 50 minutes of observation in the elementary classroom. The BCBA should:

A child performs requesting help only after the instructor points to the correct material. The goal is independent responding when the natural cue appears. Across 7 sessions in service week 19, 3 observers recorded 12 minutes of observation in the home program. The BCBA should:

During teaching, an adult client responds correctly with one example but errors increase with new materials and staff. Across 8 sessions in service week 19, one observer recorded 13 minutes of observation in the vocational training room. The BCBA should:

An adolescent performs waiting for access only after the instructor points to the correct material. The goal is independent responding when the natural cue appears. Across 6 sessions in service week 30, 2 observers recorded 22 minutes of observation in the community outing. The BCBA should: