Deck 14: Promoting Generalization Glossary -Index

Question 1

Which of the following strategies incorporates aspects of sufficient stimulus and response exemplars into an intervention?

A) reinforce unprompted generalizations
B) train loosely
C) teach relevant behaviors
D) vicarious reinforcement

Answer 1

B

Question 2

Ms. Pillar wants to teach Thurston to remain on task. However, she wants Thurston to remain on task during a variety of activities. Therefore, Ms. Pillar uses various materials during training such as staying on task doing paper work and at the table doing art work. What principle of generalization programming is she employing?

A) use of sufficient response exemplars
B) use of indiscriminable contingencies
C) reinforcing unprompted generalizations
D) use of sufficient stimulus exemplars

Answer 2

D

Question 3

Generalization is best promoted when:

A) training occurs in tightly controlled settings.
B) children understand the relationship between behavior and emotions.
C) children make mistakes.
D) the diversity of natural settings is incorporated into training.

Answer 3

D

Question 4

Ms. Ocean is teaching Clyde, a boy with autism, to say "thank you" whenever he is given a ball with which to play. However, Clyde's performance is very erratic. Therefore, Ms. Ocean decides to use the same three people and only during recess for Clyde to practice his skill. What principle of generalization programming is Ms. Ocean employing?

A) use of self-mediated stimuli
B) use of common social stimuli
C) use of common physical stimuli
D) use of indiscriminable contingencies

Question 5

Teaching students relevant behaviors results in:

A) students receiving primary or unconditioned reinforcement.
B) behaviors that are likely to lead to satiation.
C) students who can control peers' behaviors more effectively.
D) behaviors that are likely to be reinforced in natural settings.

Question 6

Mr. Knockwerst is teaching Muriel, a girl with developmental disabilities, to use a spoon when she eats cereal. He has had good success in the classroom when Muriel is sitting in her favorite chair. However, in the cafeteria, he has been unable to get her to use a spoon. Mr. Knockwerst then decides to bring Muriel's chair into the cafeteria for her during meals. What principle of generalization programming is Mr. Knockwerst employing?

A) use of self-mediated stimuli
B) use of common social stimuli
C) use of common physical stimuli
D) use of indiscriminable contingencies

Question 7

Taylor was having difficulty entering peer group conversations. Her teacher used a combination of modeling, role playing, and performance feedback to teach her how to enter a conversation during free time in the classroom. Taylor subsequently was observed entering a peer group conversation during recess. What type of generalization is represented by this scenario?

A) response control
B) stimulus generalization
C) response generalization
D) stimulus simplification

Question 8

Dr. Lothar was using differential reinforcement to teach Marvin, a boy with autism, not to yell during family meetings. During family meetings Marvin not only stopped yelling, but he also refrained from clapping his hands noisily. What type of generalization was achieved?

A) response control
B) stimulus generalization
C) response generalization
D) stimulus maintenance

Question 9

When students perform a behavior after an intervention has been terminated, response maintenance is said to occur.

Question 10

Generalization must be specifically planned and rarely occurs spontaneously.

Question 11

Which of the following has been characterized as an exercise in social validation?

A) heuristics
B) entrapment
C) social reciprocity
D) outcome assessment

Question 12

The primary purpose of using indiscriminable contingencies is to program responses across various setting conditions.

Question 13

Through the use of a contingency contract, Logan learned to raise his hand to ask for help from his teacher. After three weeks, the contract was discontinued. However, Logan continued to raise his hand to ask for help. What type of generalization is represented by this scenario?

A) response maintenance
B) stimulus control
C) response generalization
D) stimulus generalization

Question 14

Social interaction is bidirectional and reciprocal.

Question 15

Garth has been taught to say "hello" whenever he encounters a staff member on his way to the cafeteria. In order to help Garth perform this behavior, staff members wave their hand when they see him enter the cafeteria. Hand waving is an example of a(n):

A) cognitive mediator.
B) discriminative stimuli.
C) isolated behavior.
D) contextual variation.

Question 16

The process of getting newly acquired behaviors to come under the control of peers' social behaviors refers to:

A) reciprocal inhibition.
B) entrapment effects.
C) stimulus discrimination.
D) collateral behavior change.

Question 17

Which of the following techniques could be considered using self-mediated stimuli to promote generalization?

A) extinction
B) avoidance conditioning
C) positive self-statements
D) exemplars

Question 18

What type of outcome measures focus on determining whether intervention resulted in targeted behaviors being performed in non-training settings?

A) impact measures
B) specifying measures
C) covert measures
D) environmental measures

Question 19

Stimuli that are typical or representative of those found in the settings in which generalization is desired are called exemplars.

Question 20

Social validity refers to:

A) the degree to which interventions are reliable.
B) whether the behaviors targeted for intervention enhance the quality of students' lives.
C) the process of using stimulus-response chains.
D) changes in behaviors that are members of the same response class.

Question 21

What are the differences between stimulus generalization and response generalization?

Question 22

Describe the steps needed to implement generalization tactics in the classroom.

Question 23

What are the tactics for training diversely?

Question 24

What are the four factors that could contribute to a behavior failing to occur in a nontraining setting?

Question 25

What instructional strategies can be used to promote the generalization of learning strategy interventions in students with learning disabilities?