Behavior-Change Procedures
Generalization and maintenance programming
Program behavior change to persist and occur across relevant people, settings, stimuli, and time after intervention is reduced.
How this shows up in scenario questions
- 1Select generalization strategies.
- 2Plan maintenance after formal intervention.
- 3Identify when a skill has not generalized.
Common misconceptions
- Assuming mastery in training equals generalization.
- Waiting until discharge to plan maintenance.
- Using one exemplar for broad stimulus classes.
Distractor patterns
- Stop programming after acquisition.
- Test only in the teaching setting.
- Thin reinforcement without monitoring performance.
Related terms
generalizationmaintenancetrain looselymultiple exemplarsnatural contingencies
Related practice prompts
Identify stimulus control in instructional contexts.
During waiting for attention in a vocational training room, the trainee says "help" only when the therapist holds up a help card, but not when the card is absent. What does this pattern most directly show? The plan must be usable by new staff during routine implementation.
Identify stimulus control in instructional contexts.
During waiting for attention in a vocational training room, the participant says "help" only when the therapist holds up a help card, but not when the card is absent. What does this pattern most directly show? The BCBA is checking whether the response matches the referral concern.
Identify stimulus control in instructional contexts.
During waiting for attention in a vocational training room, the trainee says "help" only when the therapist holds up a help card, but not when the card is absent. What does this pattern most directly show? The BCBA is reviewing the decision with a trainee.