Generalization and Maintenance of Treatment Effects

RutherfordJr., Robert B.; Nelson, C. Michael

doi:10.1007/978-1-4613-0905-5_11

Cited by 31 publications

(20 citation statements)

References 81 publications

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“…Four studies or approximately 3% of function-based interventions for students with EBD in school settings included measures of setting generalization. This in and of itself is a noteworthy result as it mirrors the findings of Rutherford and Nelson (1988) nearly 30 years prior.…”

Section: Resultssupporting

confidence: 78%

“…Two conclusions were supported by this review: an explicit technology of generalization had not sufficiently progressed, and train and hope remained the predominant strategy. Subsequent reviews reiterated the conclusions of Rutherford and Nelson (1988). Chandler, Lubeck, and Fowler (1992) identified 73 studies of social skills training (SST) for preschoolers.…”

Section: Generalization In Behavioral Intervention Researchmentioning

confidence: 99%

“…The same standards, however, are not always applied to interventions targeting the remediation of problem behavior as demonstrated by consistent reports of successful behavioral interventions in the absence of demonstrations of successful generalization (Rutherford & Nelson, 1988). However, for students with EBD who frequently experience significant academic and behavioral skill deficits both of which impair the students' ability to function in school, the need for social skills and self-management skills to generalize beyond tightly controlled training settings is as essential as it is for their academic skills.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Rutherford and Nelson (1988), in what is likely the most comprehensive review of generalized behavior change in the literature, reviewed 5,300 educationally relevant single-case research articles published in behavioral journals after 1977. Among these articles were only 103 studies in 87 articles (less than 2% of all articles) that even measured the maintenance and generalization of intervention outcomes; far fewer systematically programmed for these effects.…”

Section: Generalization In Behavioral Intervention Researchmentioning

confidence: 99%

“…While not claiming to have conducted an exhaustive review, Landrum and Lloyd concluded similarly with Rutherford and Nelson (1988) in that too few studies report generalization outcomes and those that do often contain methodological flaws which prevent the interpretation of the utility of the various programming strategies.…”

Section: Generalization In Behavioral Intervention Researchmentioning

confidence: 99%

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Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders.

Burt¹

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"Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders." (2017 To the doc students that came before me and blazed the trail, Chris, Lauren, and Lindsay, and those that came along side me and encouraged me through this process, Beth, Gwen, and Nathan, thank you. We were/are in this together! know it. But you were patient and so very helpful, so thank you.And finally, to Mr. D. and the Professionals of Westlane Middle School '09-'12.On paper, I was your teacher; but you taught me more than I could have ever hoped to learn in college. I have been thinking about every one of you throughout this journey.Your pictures are on my office wall to remind me why I came back to school. I wanted to learn better ways to positively impact the lives of kids like you. It took me three years and more stress than I would ever want to experience again, but in the end, I learned that we knew the answer all along-never. The use of functional assessment based interventions to address the problem behavior of students with emotional/behavioral disorders (EBD) is supported by an emerging evidence base. Few studies, however, have assessed the generality (i.e., the transfer of behavior change across settings, behavior, or students) of function-based interventions for this population. This study employed a multiple baseline across students design to evaluate setting generalization of functional communication training (FCT) with self-monitoring for three students with or at-risk for EBD. FCT yielded significant reductions in problem behavior and increased rates of appropriate attention recruitment (i.e., hand-raising) for all three participants in isolation. However, no change in behavior was observed during concurrent observations in a generalization setting.Subsequently, self-mediated physical and verbal stimuli were introduced in the generalization setting to promote skill transfer. Each student responded to the generalization programming procedures with reduced rates of problem behavior and increased rates of hand-raising in generalization settings. Results of the study support the vii use of programmed generalization strategies with function-based interventions for students with EBD.

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Section: Resultssupporting

confidence: 78%

Section: Generalization In Behavioral Intervention Researchmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Generalization In Behavioral Intervention Researchmentioning

confidence: 99%

Section: Generalization In Behavioral Intervention Researchmentioning

confidence: 99%

See 3 more Smart Citations

Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders.

Burt¹

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The effects of bonus contingencies in a classwide token program on math accuracy with middle‐school students with behavioral disorders

Swain

McLaughlin

1998

Behav. Intervent.

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The effects of bonus points contingent on 80% accuracy in math with four middle‐school special education students with behavior disorders were examined. A multiple‐baseline design across students was used to evaluate the effects of bonus points. The overall results indicated that higher accuracy was found for math assignments during the bonus points condition than during baseline. This overall outcome was replicated for each subject in the study. The benefits of implementing a bonus contingency within an ongoing classroom token economy with middle‐school students with behavior disorders are discussed. © 1998 John Wiley & Sons, Ltd.

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Effects of self-monitoring and contingent reinforcement on on-task behavior and academic productivity of learning-disabled students: A social validation study

1992

Self Cite

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The purpose of this study was to investigate the social validity of behavior change produced by self-monitoring and contingent reinforcement upon the on-task behavior and academic productivity of six learning-disabled students using a single-case, multiple-treatment design. Subjects self-monitored their on-task behavior while concurrent measures of academic productivity were collected. This study employed two phases of self-monitoring and contingent reinforcement. Self-monitoring was broken down into its component parts: self-observation and self-recording. Contingent reinforcement consisted of verbally reinforcing improvements and meeting goals set for both on-task behavior and academic productivity. On-task behavior and academic productivity improved under both interventions. Improvements were commensurate to levels of on-task behavior and academic productivity exhibited by the subjects' nonhandicapped peers. Implications for research and practice are discussed.

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Generalization and Maintenance of Treatment Effects

Cited by 31 publications

References 81 publications

Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders.

Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders.

The effects of bonus contingencies in a classwide token program on math accuracy with middle‐school students with behavioral disorders

Effects of self-monitoring and contingent reinforcement on on-task behavior and academic productivity of learning-disabled students: A social validation study

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