G-21 Use procedures to promote stimulus and response generalization

• Mediation is the contribution of intervening behavior to the relation between other events. This instructs others and cooperates with other individuals to maintain new behaviors. Promoting generalization instructs others and cooperates with other professionals in order to maintain new behavior. ex, client has mastered how to wash the dishes during sessions. the BCBA on the case has asked her caretakers to allow her to do the dishes in the home. 
• Stimulus generalization refers to the ability to emit the same response to similar, untrained stimuli. Stimulus discrimination occurs when different stimuli do NOT evoke the same response. Stimulus generalization is to loose stimulus control as stimulus discrimination is to tight stimulus control. 
• Overgenealization, which occurs when a behavior under stimulus control os too broad. It happens when a learner's training results in generalization that causes poor performance or undesired results. So when a client calls all girls her sister, she is associated "sister" with anyone who is a girl, which is too broad.
• Teaching someone what is NOT approperiate to talk about in a professional setting is a negative teaching example. Negative teaching examples involve 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 not be emitted to sharpen stimulus control.
• Delayed rewards and intermittent schedules create indiscriminable contingencies, where the learner never knows when reinforcement will be delivered. Indiscriminable contingencies are contingencies in which the learner cannot distinguish whether the next response will produce reinforcement in a generalized setting. 
• Multiple exemplar training teaches using multiple stimulus conditions(multiple examples), response variations and topographies to ensure the acquisition of desired simulus controlled response forms. It is used to promote stimulus generalization and response generalization. ex, Poppy has learned that she can use multiple names(responses) to identify her brother- the technician is using multiple exemplar.
• General case study to teach the client all possible variations of peelers to use with all different types of vegetables and fruites(stimulus variations and response variation) to promote stimulus and response generalization. A general case study is a systematic method for selecting teaching examples that represent all the different stimulus variations & response requirements in the generalization setting.
• BCBAs should plan for generalization opportunities to occur throughout the intervention. They should receive as much exposure to natural contingencies associate with the target response as they can during training periods. 
• Generalization requires systematic, thoughtful planning. Not programming for or monitoring generalization may result in undesirable outcomes. 
• Response generalization refers to the ability to emit variations of functionally-equivalent, untrained responses. Trining for response generalization contributes to shaping new behaviors. 
• Training for response generalization can be done by placing mastered responses on extinction and reinforcing new responses with the same function. However, interventionists must be careful not to accidentally reinforce new, undesired behaviors. Measures should be taken to limit reinforcement of undesired behaivors to avoid undesirable response generalization.
• Loosely training involves randonly varying functionally irrelevant stimuli within and across teaching sessions; promotes generalization by reducing the likelihood that noncritical stimuli will acquire exclusive control over the target bx will be impeded or "thrown off" should they come into contact with any of the "loose"stimuli in the generalization setting. Promoting generalization alters noncritical elements of a instructional setting in arbitrary ways. Ex, BI run programs in the therapy room one session and in the play room another session. 
• Programming common stimuli involves including typical features of the genealization(natural) setting into the instructional setting. The BCBA included a teller set-up similar to typical stimuli in the natural environment within the session room(instructional setting) to practice how to make a deposit into the local bank. 
• Train loosely is to response generalization as multiple exemplar training is to simulus generalization.