China
Africa
Explore chapters and articles related to this topic
The use of applied behavior analysis in traumatic brain injury rehabilitation
Published in Mark J. Ashley, David A. Hovda, Traumatic Brain Injury, 2017
Craig S. Persel, Chris H. Persel
Like fading, generalization is an important procedure in developing the independence of a person with TBI or transferring responsibility to primary caregivers and other environments for long-term care, etc.217 There are two types of generalizations: stimulus generalization and response generalization. Whereas fading involves decreasing a behavior’s dependence on prompts, stimulus generalization reduces a behavior’s dependence on the conditions under which it was learned. Most people would agree that rehabilitation takes place in a restricted environment. It is the goal of stimulus generalization that behaviors learned under these conditions be transferred to other settings. For instance, the goal of learning to read in a clinic setting is that it will generalize to reading the newspaper at home or the grocery list at the supermarket. Learning to control physical aggression in the clinic, to give another example, is not as important as the ability to control aggression in the community.
MRCPsych Paper A1 Mock Examination 2: Answers
Published in Melvyn WB Zhang, Cyrus SH Ho, Roger Ho, Ian H Treasaden, Basant K Puri, Get Through, 2016
Melvyn WB Zhang, Cyrus SH Ho, Roger CM Ho, Ian H Treasaden, Basant K Puri
Explanation: Stimulus generalization refers to a stimulus (i.e. alarm from the alarm clock) that is similar to a conditioned stimulus (i.e. mobile phone alarm) spontaneously causing a conditioned response (i.e. nausea).
ENTRIES A–Z
Published in Philip Winn, Dictionary of Biological Psychology, 2003
Response equivalence involves making different types of response to achieve an identical goal; it can be considered synonymous with RESPONSE GENERALIZATION. STIMULUS EQUIVALENCE involves a number of stimuli having the ability to elicit a common response; this can be considered synonymous with STIMULUS GENERALIZATION. In vision sciences stimulus equivalence refers to the fact that different sensory impressions can lead to the same perception. We can observe, for example, an object from a variety of different angles and lighting conditions and still recognize it as the same object (see METAMERIC MATCH; TRICHROMATIC THEORY OF COLOUR VISION).
Communication interventions on conditional requesting or rejecting skills for individuals with moderate to severe developmental disabilities: a scoping review
Published in International Journal of Developmental Disabilities, 2019
Given that generalization was not well investigated among most of the studies identified and a well-mastered conditional communication production under balanced stimulus control should concurrently address both stimulus discrimination (i.e. differentially responding to two or more stimuli) and stimulus generalization (i.e. producing the same response to two or more stimuli) (Horner et al. 1982), one prominent research direction may be to systematize the conditional communication intervention with both the two aspects of conditional communication (i.e. stimulus discrimination and stimulus generalization) fully considered. More specifically, in the context of conditional communication use, a systematic conditional communication intervention should be able to demonstrate how a learner performs on taught positive and negative teaching exemplars and how s/he performs over the other untaught positive and negative exemplars.
Teaching mands for actions to children with autism spectrum disorder using systematic instruction, behavior chain interruption, and a speech-generating device
Published in International Journal of Developmental Disabilities, 2019
Amarie Carnett, Alicia Bravo, Hannah Waddington
During each phase of the study, generalization probes were conducted to assess for generalization of the response to a different (untrained) locked device. Each generation probe was similar to baseline sessions in that the sessions were initiated by the experimenter giving a relevant instruction (e.g. ‘Let’s play a game on the iPod.’) to initiate the start of the behavior chain. For each participant, a different device was used for the activity. Specifically, for Ryan and Seth generalization was assessed within the video game behavior chain using an iPod rather than the original iPad. For Franny, generalization was assessed within the watching a music video behavior chain using an iPad, rather than the original laptop. Generalization sessions were conducted following the same procedures as baseline sessions. A response was correct if it used both the targeted action ‘Unlock’ and the untrained device name (i.e. iPod for Ryan and Seth and iPad for Franny). Thus, generalization sessions evaluated both response generalization (i.e. use of the action ‘Unlock’) and stimulus generalization (i.e. the use of an untrained device).
Advances in AAC intervention: some contributions related to applied behavior analysis
Published in Augmentative and Alternative Communication, 2021
Joe Reichle, Robert E. O’Neill, Susan S. Johnston
A stimulus class signals that a specific consequence is likely available contingent on the occurrence of certain behaviors. For example red, green, and yellow apples all are associated with the words fruit and apple. Consequently these variations in apples constitute part of a stimulus class. Of course a stimulus class can consist of perceptually very different stimuli as well. For example, the spoken word stop and a symbol for a red light are part of the same stimulus class. At a superordinate level of vocabulary skills, apples and oranges are related as they are both fruit; while at a subordinate level red, yellow, and green apples are all members of the stimulus class apple but do not have stimulus features related to an orange. Stimulus classes are at the heart of stimulus generalization. One must be able to recognize and act on a stimulus class in order to engage in generalized use of a newly learned symbol. With speech- generating device (SGD) users, the interventionist may become involved in addressing superordinate classes as well as subordinate stimulus class members. For example, a learner may have to select a symbol signifying recent activities prior to selecting a symbol corresponding to the spoken message I went to the movies. Superordinate levels of stimulus class membership are important in speeding the development of aided navigational skills. In describing stimulus classes, it is important to recognize that perceptual characteristics are only one way to define a stimulus class because they also can be organized by function (e.g., things I use in cleaning my room; things I need when I go to school, etc.).