B-11 Define and Provide examples of discrimination, generalization, and maintenance

BCBA should plan for generalization throughout the intervention
BCBA should program for maintenance even when preparing the client for derived relations. Derived relations occur between stimuli that apprear without having been learned or trained specifically.

generalization-structured setting with variable reinforcement,

maintenance - the clinet can perform a response over time, even after interventions and treatment have been withdrawn.

Response Generalization #ResponseInduction
- refers to the ability to emit variations of functionally-equivalent, untrained response.
- Response Generalization contributes to shaping new behaviors.
- placing mastered responses on extinction and reinforcing new, functionally-equivalent responses.
- refers to the occurence of novel(untrained) responses to a singer stimulus.(a single stimulus and multiple responses)
-can be done by placing mastered responses on extinction and reinforcing new responses with the same function.
- requires systematic, programmed, thoughtful planning. non programming for or monitoring generalization may result in undesirable outcomes.

Loosely Training(Response Generalization)
- involves randomly varying functionally irrelevant stimuli within and across teaching sessions;
- promotes generalization by reducing the likelihood that noncritical stimuli will acquire exculusive control over the target Bx and the learner's performance of the target Bx will be impeded or "thrown off" should they come into contact with any of the "loose" stimuli in the generalization setting.

- method of promoting generalization alters noncritical elements of a instuctional setting in artitrary ways.

- example, a BCBA is using what strategy to promote generalization when she asks the BI to run programs in the therapy room one session and in the playroom another session.


Stimulus Generalization(the opposite of stimulus discrimination)
- refers to the ability to emit the same response to similar, untrained stimuli(다른 자극에 같은 대답)
- stimilus generalization is to loose stilmulus control as stimulus discrimination is to tight stimulus control.

stimulus discrimination
- when different stimuli do Not evoke the same response. (같은 자극에 같은 대답, 다른 자극에 같은 대답이 아님)

Stimulus Generalization Gradient(stimulus generalization)
- the extent to which reinforced responses under one SD occur in the presense of an untrained SD.
- the degree of stimulus control to help program for stimulus discrimination and generalization

Multiple examples(stimulus generalization)
- multiple examples evoke the same response.
-example, you can use multiple types of stimuli to clean up a spill- you can use a towel, a paper towel, tissues, sponges, Mops, etx
- 형제를 다른 이름으로 부를수 있음.

indiscriminable contingencies
- Delayed rewards and intermittent schedule create ,
- where the learner never knows when reinforcement will be delivered
- the learner cannotdistinguish whether the next response will produce reinforcement in a generalized setting.

Program for Maintenance
- the clinet should be able to demonstrate previously acquired skills over time and over durations
- the reinforcement has been thinned(using intermittent or variable ratio/interval scheduels) below the level at which the skill was taught orginially.
- BCBA should begin programming when writing initial BIP/ treatment plan.

Response Maintenance
- all interventions(prompts and teaching methods) are removed and the behavior is able to continue occuring(and obtain reinforcement) within natural conditions/settings.

Overgeneralization
- which occurs when a behavior under stimulus control is too broad.
- it happens when a learner's traninig results in generalization that causes poor performance or undesired results.
- example, when a client calls all girls who are her peers sister.

General Case Study
- a systematic method for selecting teaching examples that represent all the different stimulus variations & respons variations requirements in the generalization setting.
-teach how to use different types of peelers on different types of vegetables and fruits.

Mediation
- contribution of invervening behavior to the relation between other events.
- This instructs others and cooperates with other individuals to maintain new behaviors.
- mediationg the generalization of the skill to the home environment and maintain the behavior.(세션동안 설겆이 하는 방법을 배운 후에, 집에서 설겆이는 하도록 연습 시킴.

Programming Common Stimuli
- including typical features of the generalization(natural) setting into the intructional setting.(실제 상황인것처럼 세션룸에서 세팅을 해놓고 가르치는것)
- enriches the instructional setting with elements from a generalized setting

Negative teaching examples
- direct teaching of where and when not to use the target bx.
- These are: "Don't do it" teaching examples, which provide practice for discriminating stimulus situations in which the target bx should be emitted to sharpen stimulus control.

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