Description: Teaching loosely is a term that most educators are probably familiar with, but it’s a concept that can also be very helpful to ABA therapists. Teaching loosely is a way of intentionally teaching content to promote generalization for the learner.
DA: 79 PA: 96 MOZ Rank: 30
Description: For example, if a child learns to open the door when the doorbell rings during the day, if he also opens the door any time the phone makes a ringing sound similar to the door chime, that would be over-generalization. Stimulus Generalization refers to the inability to discriminate between different stimulus. For example, if a child calls her dad who has a beard “daddy” and then also calls all men who have a beard “daddy”, she has not successfully discriminated the visual stimulus of ...
DA: 42 PA: 32 MOZ Rank: 72
Description: Generalization. When a child responds correctly to a variety of settings, people, materials and times of day, stimulus generalization has occurred. When a child's responses are vaired but correct under known settings, people, materials, times of day, etc., he or she has demonstrated response generalization. Children with autism often have...
DA: 16 PA: 47 MOZ Rank: 38
Description: At Hybridge Learning Group, we answer parents’ questions such as “what is generalization,” provide examples of generalization, and teach generalization skills for effective behavior ...
DA: 42 PA: 99 MOZ Rank: 15
Description: Generalization in ABA therapy, most simply and most practically, is the ability to utilize new skills in other settings and with other people. Generalization is an area that quality practitioners need to emphasize.
DA: 42 PA: 53 MOZ Rank: 89
Description: ABA Cooper Chapter 28 Generalization and Maintenance of Behavior Change. Randomly varying non-critical aspects of the instructional setting within and across teaching sessions. Decreases the chance that a non-critical element will acquire stimulus control over the response (faulty stimulus control).
DA: 36 PA: 3 MOZ Rank: 28
Description: Generalization and Maintenance of Behavior Change. Randomly varying non-critical aspects of the instructional setting within and across teaching sessions. Including a wide variety of non-critical stimuli during instruction increases the probability that the generalization setting will include at least some of the stimuli that were present during instruction.
DA: 100 PA: 10 MOZ Rank: 76