Generalization and

Maintenance

SIX STEPS TO PLAN FOR USE OF THE GENERAL CASE

METHOD

Step 1: Define the Instructional Universe Teacher

must determine all the locations, persons,
conditions and/or situations in which the student
is expected to demonstrate the skills and what
type of variation will be used.

Seven Tactics for Generalization

Step 2: Define the Range of Relevant Stimulus

and Response Variation-Teacher must consider all
relevant aspects of all the settings or conditions
in the instructional universe in which
generalization is to occur and the variations in
actions that may need to occur.

1) Use Common Stimuli: Attempt to strictly

re-create many of the conditions in the
initial teaching environment that would
appear in the generalized environment.

Step 3: Select Examples for Teaching and Probe

Testing-Teacher must select one set of examples
from the instructional universe for use in
teaching and one set for probe testing.

2) Mediate Generalization: Teaching a cobehavior with the target behavior during

the initial training.

Step 4: Sequence the Teaching Examples-Teacher

must sequence these five guidelines in
appropriate order for instruction

3) Train to Generalize: Differentiates

reinforcements for the behaviors that
occur outside of the initial setting.
4) Teach Functional Target Behaviors: Teach
relevant and functional skills in a natural
environment.
5) Specify a Fluency Criterion: Skills that a
student learns to perform later and with
greater ease during initial teaching that
may generalize better.
6) Teach in the Natural Setting: Teaching that
occurs in a natural setting is likely to
generalize in other natural environments.
7) Use General Case Programming: Teach the
student to respond appropriately under all
appropriate stimulus conditions.

Teach multiple components of an activity

within an instructional session.

Present variations within individual

sessions.

Juxtapose the most similar positive and

negative examples to improve
discrimination ability.

Use cumulative programming.

Teach the general case before teaching

exceptions.

Step 5: Teach the Sequence that was developedalways follow the order the sequence was taught
in.
Step 6: Test Using the Non-Trained Probe
Examples-Teacher must examine the students
performance under each relevant condition
initially identified.

SIX STRATEGIES SUGGESTED FOR TEACHING

SKILL MAINTENANCE
1. SKILL OVER-LEARNING:
STUDENTS SHOULD LEARN THE SKILL TO AN
ADEQUATE LEVEL OF PERFORMANCE AND
THEN CONTINUE PRACTICING THE SKILL
BEYOND THAT POINT.
2. LEARNING THROUGH DISTURBED
PRACTICE:
PRACTICING THE SKILL IS DONE
THROUGHOUT THE DAY, INSTEAD OF ALL AT
ONCE.
3. INTERMITTENT REINFORCEMENT:
PROVIDE REINFORCEMENT AFTER THE
COMPLETION OF A BEHAVIOR TO INCREASE
THE LIKELINESS OF IT HAPPENING AGAIN.
4. BUILDING ON LEARNED SKILLS:
INCORPORATE NEWLY ACQUIRED SKILLS
INTO DIFFERENT, NEW SKILLS.
5. USING A MAINTENANCE SCHEDULE:
PRACTICE SKILLS THAT ARE NOT USED ON
A DAILY BASIS TO MAKE SURE THEY ARE
STILL DONE PROPERLY.
6. USING THE SKILL AT HOME AND
ELSEWHERE:
PRACTICE THE SKILL IN PLACES OTHER
THAN THE CLASSROOM.