Transfer of Training in Behavior Modification Programs: An Evaluative Review

Abstract

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

Self‐management programmes with mentally retarded workers: Implications for developing independent vocational behaviour

“…A final area which merits future study is that of evaluating the efficacy of self-reinforcement contingencies on facilitating response maintenance and transfer of training. This is a critical problem area in behaviour modification programmes which has been identified by other writers (Keeley, Shemberg & Carbonell, 1976;Wehman, Abramson & Norman, 1977). more sophisticated examination of self-management skills with the mentally handicapped.…”

Contemporary Issues in Social Skills Research With Mentally Retarded Persons

“…Strategies intended to promote generalization with mentally retarded subjects have been discussed by numerous authors (Fowler & Baer, 1981;Koegel & Rincover, 1977;Kazdin, 1980;Wehman, Abramson, & Norman, 1977;Stokes & Baer, 1977). The predominant conclusion of these writers is that generalization of training cannot be assumed to occur.…”

Transfer of Training: An Interpretive Review

“…Lovaas and Simons (1969) noted improved transfer of punishment treatment for self-destructive behavior in retarded children when punishment was administered by several individuals as opposed to only one (cf. Wehman, Abramson, & Norman, 1977).…”