PROGRAMMING GENERALIZATION AND MAINTENANCE OF TREATMENT EFFECTS ACROSS TIME AND ACROSS SETTINGS 1

We examined the effects of a social skills training package on the play behaviors of three young girls. Two children were taught to invite their peers to play and to use social amenities during their conversations with other children. A combined reversal and multiple baseline across responses design demonstrated that both children directed more social behaviors to their classroom peers after training and that these two children's play invitations were maintained in the later absence of experimental contingencies. In addition, both target children received a greater number of play invitations from their peers during the free play periods. In contrast, a third child's play invitations were not reciprocated by peers; her invitations subsequently decreased in rate after training was discontinued. An interdependent group contingency produced a reciprocal exchange of invitations between this child and her classroom peers. A reversal design demonstrated partial maintenance of subject-peer exchanges after the group intervention was discontinued. The results obtained with the three target children suggest that peer reciprocity may facilitate the maintenance of children's play invitations over time.

Section: Discussionsupporting

confidence: 69%

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confidence: 99%

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confidence: 99%

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Training Prosocial Behaviors to Young Children: An Analysis of Reciprocity With Untrained Peers

Köhler

Fowler

1985

“…There is little evidence to date, however, that gains made in special education programs are con- sistently transferred to regular classroom settings. Typically, when handicapped students are removed from their regular classrooms for treatment in resource rooms or other special education settings, they exhibit academic and behavioral improvements in the special education settings but do not maintain the improvements after returning to their regular classrooms (Walker & Buckley, 1972;Wildman & Wildman, 1975).…”

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confidence: 99%

Generalization and Mantenance of Treatment Gains of Behaviorally Handicapped Students From Resource Rooms to Regular Classrooms Using Self‐evaluation Procedures

Rhode

Morgan

Young

1983

118

This study provided six behaviorally handicapped elementary school students with a short-term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self-evaluation. Once acceptable levels of appropriate behavior were maintained with only minimal external reinforcement and students were accurately self-evaluating their own work and behavior, generalization and maintenance of behavior gains were sought by introducing a reduced form of the self-evaluation procedures in the students' regular classrooms. A multiple baseline across pairs of subjects design was used to examine individual student's behavior. Analysis of the results of the study indicated that students transferred and maintained high levels of appropriate classroom behavior in their regular classrooms, once self-evaluation procedures were extended into those settings. For four of the six students, all extratraining components were faded. Only two students required a modified form of the original intervention to maintain behavior gains in their regular classrooms.

“…The IPPB study was carried out in the treatment room of the hospital. This setting was chosen, because, as pointed out by Walker and Buckley (1972), subject-specific behaviors are partly a function of stimulus similarity existing across settings. Thus, using the treatment room for IPPB training was an attempt to maximize generalization of training to the treatment situation.…”

Section: Subjects and Settingmentioning

confidence: 99%

Training Children With Asthma to Use Inhalation Therapy Equipment1

Renne

Creer

1976

In Experiment I, four children with asthma were taught to use the intermittent positivepressure breathing (IPPB) apparatus, a device that delivers bronchodilator medication to the lungs under positive pressure. Because these youngsters had not learned to use the device with repeated instructions, script with back-up reinforcement was introduced to train sequentially three responses-eye fixation, facial posturing, and diaphragmatic breathing-according to a multiple-baseline design. The procedures were effective in teaching appropriate use of the IPPB apparatus. Further, the children's use of the apparatus after training resulted in significantly more effective relief of asthma symptoms. In a second experiment, nurses were instructed in the application of the operant techniques used in the first study, and then served as experimenters in a partial replication of Experiment I. The data once again reflected a strong impact of the intervention program on IPPB responses.