Identifying Generalized Behavior Change in Single-Subject Studies:

Posted on July 12, 2023 | by Simon KN

Identifying Generalized Behavior Change in Single-Subject Studies: Generalization and Maintenance

Objective: You can identify if and how generalized behavior gains are evaluated in 4 single-subject experimental design (SSED) studies.

Identifying Generalized Behavior Change in Single-Subject Studies:

STEP 1: Review this basic definition and rationale

RATIONALE: A behavior change may be said to have generality if it proves durable over time, If it appears in a wide variety of possible environments, or if it spreads to avoid a variety of related behaviors (Baer, Wolf, and Risley, 1968). That is, the most socially significant behavior changes last over time, are used in all relevant settings and situations, and are accompanied by other functionally related responses (Cooper, Heron, and Heward, 2020) Thus, this exercise provides steps to evaluate the merit of SSED studies with regard to generalizing behavior change across:

Settings/ situations
People
Responses
Time (also known as maintenance)

STEP 2: Watch this video on generalization answer the 5 questions that follow:

Question 1 : A socially valid measure of “mastery” is generalization across environments, that is, can the client ‘do it’ whenever and wherever in everyday life.

_____ TRUE

_____ FALSE

Question 2: Generalization automatically happens after we teach a new skill for everyone we work with:

_____ TRUE

_____ FALSE

QUESTION 3: The definition of ‘generalization’ is learning something in one environment and doing it in another:

_____ TRUE

_____ FALSE

Question 4: To evaluate generalized behavior change occurs, observe whether it occurs with(select all that apply):

_____ different people

_____ different settings

_____ the therapist that originally taught the skill

_____ the setting that the child originally mastered the skill

Step 3: Now, let’s practice!

STUDY: THE EFFECTS OF MULTIPLE-EXEMPLAR SELF-INSTRUCTIONAL TRAINING ON HIGH SCHOOL STUDENTS’ GENERALIZED CONVERSATIONAL INTERACTIONS

Provide a screenshot of the first graph in the study here (only analyze one graph for this exercise):

Now, determine if generalization and maintenance were measured, and then make a judgement if you think there was generalized behavior change, and if so, for how long.

DID THE DATA REPRESENTED IN THE GRAPH SHOW:

Generalized Behavior Change Measured across:	Was it measured?	IF YES, Did it generalize?
People	YES NO	YES NO
Settings/situations	YES NO	YES NO
Responses	YES NO	YES NO

Generalization Across Time (Maintenance	Was it measured?	IF YES, Did it Maintain?	Across-Days?	Across Weeks?	Across Months
	YES NO	YES NO	YES NO	YES NO	YES NO

STUDY 2: THE EFFECTS OF SINGLE INSTANCE, MULTIPLE INSTANCE, AND GENERAL CASE TRAINING ON GENERALIZED VENDING MACHINE USE BY MODERATELY AND SEVERELY HANDICAPPED STUDENTS

Provide a screenshot of the first graph in the study here (only analyze one graph for this exercise):

Now, determine if generalization and maintenance were measured, and then make a judgement if you think there was generalized behavior change, and if so, for how long.

Generalized Behavior Change Measured across:	Was it measured?	If yes, did it generalize?
People	YES NO	YES NO
Settings/situations	YES NO	YES NO
Responses	YES NO	YES NO

HINT: INFORAMTION FOUND ON MAINTENANCE ON PAGE 278

Generalization Across Time (Maintenance	Was it measured?	If yes, did it Maintain?	Across-Days?	Across Weeks?	Across Months
	YES NO	YES NO	YES NO	YES NO	YES NO

STUDY 3: Kern Koegel, L., Ashbaugh, K., Navab, A., & Koegel, R. L. (2016). Improving empathic communication skills in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 921-933.

Provide a screenshot of the first graph n the study here ( analyze one graphs for this exercise):

Now, determine if generalization and maintenance were measured, and then make a judgement if you think there was generalized behavior change, and if so, for how long.

Generalized Behavior Change Measured across:	Was it measured?	If yes, id it generalize?
People	YES NO	YES NO
Settings/situations	YES NO	YES NO
Responses	YES NO	YES NO

Generalization Across Time (Maintenance	Was it measured?	If yes, did it Maintain?	Across-Days?	Across Weeks?	Across Months
	YES NO	YES NO	YES NO	YES NO	YES NO

STUDY 4: INCREASING IMPLEMENTATION OF SPECIAL EDUCATION INSTRUCTION IN MAINSTREAM PRESCHOOLS: DIRECT AND GENERALIZED EFFECTS OF NONDIRECTIVE CONSULTATION

Provide a screenshot of the first graph in the study here (only analyze one graph for this exercise):

Now, determine if generalization and maintenance were measured, and then make a judgement if you think there was generalized behavior change, and if so, for how long.

Generalized Behavior Change Measured across:	Was it measured?	Did it generalize?
People	YES NO	YES NO
Settings/situations	YES NO	YES NO
Responses	YES NO	YES NO

Generalization Across Time (Maintenance	Was it measured?	Did it Maintain?	Across-Days?	Across Weeks?	Across Months
	YES NO	YES NO	YES NO	YES NO	YES NO

STUDY 5: Stahmer, A. C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self‐management treatment package. Journal of Applied Behavior Analysis, 25(2), 447-459.

Provide a screenshot of the first graph in the study here (only analyze one graph for this exercise):

Now, determine if generalization and maintenance were measured, and then make a judgement if you think there was generalized behavior change, and if so, for how long.

Generalized Behavior Change Measured across:	Was it measured?	If yes, it generalize?
People	YES NO	YES NO
Settings/situations	YES NO	YES NO
Responses	YES NO	YES NO

Generalization Across Time (Maintenance	Was it measured?	If yes, did it Maintain?	Across-Days?	Across Weeks?	Across Months
	YES NO	YES NO	YES NO	YES NO	YES NO