A selective review of behavior modification programs, which emphasized procedures for programming transfer of training and response maintenance, was undertaken. The principle focus was to evaluate the effectiveness of generalization techniques utilized with exceptional children and to enumerate several points for maintaining performance in the classroom. The role of self-management skills was also discussed, but it was conlcuded that logistical constraints and motivational impediments present in most special education classrooms prevent the emergence of widespread self-regulatory programming at this time. The most influential factors in programming transfer of training and response maintenance were found to be varying stimulus conditions, parent training, and peer programming.A frequent criticism of behavior modification programs is their alleged failure to produce generalization. This usually means that what is learned in an original educational or training environment fails to occur in other similar but not previously experienced situations. This failure is especially problematic when the nature of many of the target behaviors is considered. For the most part, behavior modification programs have been used with individuals who have a history of extensive academic and social failure. Their acquisition of adaptive behaviors in special learning situations is exciting and encouraging. However, if it is true that many behavior modification programs do fail to produce generalization, there is good reason for concern. Such a failure will require that the learner receive direct training in all the new or varied settings which may be encountered. It is unlikely that sufficient staff, time, money, or other resources would be available for a large number of repeated educational or training experiences with each child.The critical question in generalization is to identify procedures which may be used to modify an initial learning situation so that the same properties of a target behavior occur in diverse settings. Our review of 40 behavior modification articles has identified a number of issues and recommendations related to generalization procedures and principles. The first issue is whether or not generalization can occur in behavior modification programs. In reviewing the generalization effects of behavior modification programs, Kazdin (1975) concludes that while generalization seldom occurs as an automatic by-product of at The University of Iowa Libraries on June 13, 2015 sed.sagepub.com Downloaded from

Group and individual contingency arrangements were alternately applied to modify the on-task performance of 5 behavior-disordered children. Concurrent records were maintained regarding the children's task-relevant (facilitating) and non-task-relevant (inhibiting) verbalizations to peers. Both contingency arrangements were effective for controlling the children's on-task behavior while only the group contingency was associated with changes in their verbalizations. Specifically, the group contingency, as compared to the baseline and the individual contingency, was accompanied by a significant increase in facilitating verbalizations by peers. Moreover, the group contingency, in relation to the baseline but not the individual contingency, resulted in significantly fewer inhibiting verbalizations. The individual contingency did not affect either facilitating or inhibiting verbalizations of peers.