The Effects of Programming Common Stimuli for Enhancing Stimulus Generalization of Academic Behavior

Mesmer, Eric M.; Duhon, Gary J.; Dodson, Kayce G.

doi:10.1901/jaba.2007.40-553

Cited by 8 publications

(2 citation statements)

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“…Adopting a slightly different approach, Mesmer, Duhon, and Dodson (2007) applied the strategy of programming for common stimuli to promote the generalization of academic engagement. Specifically, the researchers implemented an intervention designed to increase students' rates of accurate math completion, and they facilitated generalization from the special education classroom (instructional setting) to the regular education classroom (generalization setting) by introducing some common, salient stimuli across both environments (e.g., goal statements, timers, thumbs-up symbols).…”

Section: Program Common Stimulimentioning

confidence: 99%

Generalization and maintenance.

Pratt

Wickerd

Steege

2019

Behavioral Interventions in Schools: Evidence-Based Positive Strategies (2nd Ed.).

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Schools are tasked with the mission of preparing students for future success. Whether success is defined in terms of preparedness for a personally meaningful life, employment, or continued education, educators clearly maintain a responsibility to facilitate the acquisition of skills that may be applied outside the school environment. The Every Student Succeeds Act (ESSA) of 2015 legislates this responsibility through provisions that ensure schools use evidence-based instructional strategies to prepare all students for successful employment and/or postsecondary education (U.S. Department of Education, 2016). Alignment with the mission of the educational system and adherence to ESSA therefore requires educators to implement evidencebased strategies to increase the likelihood that skills acquired in the context of a classroom generalize to other environments and maintain over time. In other words, the "train and hope" approach (see Stokes & Baer, 1977) is no longer acceptable, and educators maintain a responsibility to explicitly program for generalization and maintenance.

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Section: Program Common Stimulimentioning

confidence: 99%

Generalization and maintenance.

Pratt

Wickerd

Steege

2019

Behavioral Interventions in Schools: Evidence-Based Positive Strategies (2nd Ed.).

View full text Add to dashboard Cite

show abstract

“…This research underscores the importance of using specific generalization-promotion strategies as effective practice for both academic and behavioral interventions. Specifically, strategies have been used to generalize completion of academic tasks (Mesmer, Duhon, & Dodson, 2007) as well as promote early literacy skills (Silber & Martens, 2010) and oral reading fluency (Duhon, House, Poncy, Hastings, & McClurg, 2010). Programming for generalization has also been effective in promoting social interactions (Deitchman, Reeve, Reeve, & Progar, 2010), task accuracy and independence (Hume, Plavnick, & Odom, 2012), and conversation skills (Spencer & Higbee, 2012).…”

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confidence: 99%