Programming generalization of social skills in preschool children with hearing impairments

Journal of Applied Behavior Analysis
D E Ducharme, S W Holborn

Abstract

The efficacy of a social skills training package in producing stimulus generalization, both with and without the systematic application of generalization programming techniques, was evaluated with 5 preschool children with hearing impairments. The evaluation was conducted within a multiple baseline design. Generalization probes were conducted daily. The social skills training package was implemented in a training setting and produced high, stable rates of social interaction in that setting. However, generalization of the social skills to new teachers, peers, and play activities did not occur until generalization programming strategies were applied in the original training setting. Using sufficient stimulus exemplars and contacting natural consequences appeared to be the key strategies for promoting generalization of social interaction. In addition, the use of supplementary procedures (e.g., a fluency criterion and treatment integrity checks) may have contributed to stimulus generalization.

References

Jan 1, 1992·Journal of Applied Behavior Analysis·L K ChandlerS A Fowler
Jan 1, 1986·Behavior Modification·K L LemanekB J Jensen
Jan 1, 1974·Journal of Applied Behavior Analysis·T F StokesR L Jackson
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Mar 1, 1994·Research in Developmental Disabilities·W H Brown, S L Odom
Jul 1, 1977·Journal of Applied Behavior Analysis·T F Stokes, D M Baer

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Citations

May 18, 2018·Journal of Applied Behavior Analysis·Megan A BoyleJoseph M Lambert
Nov 13, 2018·Journal of Deaf Studies and Deaf Education·John L Luckner, Sara Movahedazarhouligh

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