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. 1984 Summer;17(2):203–212. doi: 10.1901/jaba.1984.17-203

Application of the "generalization map" to a self-control intervention with school-aged children.

H C Stevenson, J W Fantuzzo
PMCID: PMC1307934  PMID: 6735952

Abstract

The assessment of generalization has become a priority of applied behavior analysis. This study provided a thorough assessment of the generality of a comprehensive self-control intervention. This intervention incorporated a number of self-management skills and was designed to increase the math performance of an underachieving student in a regular elementary school classroom. All possible classes of generalization as outlined by Drabman, Hammer, and Rosenbaum (1979) were assessed. An ABAB design with follow-up was used to determine the effectiveness of the intervention for the treated student's math performance in the school setting as well as the degree of generalization across the following untreated dimensions: behavior (disruptiveness); setting (home); subject (classmate); and time period (follow-up). The effective intervention produced: subject, behavior, subject-behavior, setting, subject-setting, behavior-setting, subject-behavior-setting, time, subject-time, setting-time, subject-setting-time, and subject-behavior-setting-time generalization. Generalization was not obtained for behavior-time, subject-behavior-time, and behavior-setting-time generalization. Features of this intervention which may have promoted generalization are discussed.

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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