The Effects of Single Instance, Multiple Instance, and General Case Training on Generalized Vending Machine Use by Moderately and Severely Handicapped Students

Abstract

This report provides an experimental analysis of generalized vending machine use by six moderately or severely retarded high school students. Dependent variables were training trials to criterion and performance on 10 nontrained "generalization" vending machines. A multiple-baseline design across subjects was used to compare three strategies for teaching generalized vending machine use. Training occurred with (a) a single vending machine, (b) three similar machines, or (c) three machines that sampled the range of stimulus and response variation in a defined class of vending machines. Results indicated that the third approach was the most effective method of obtaining generalized responding. Methodological implications for the experimental analysis of generalization and programmatic implications for teaching generalized behaviors are discussed.

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

“…In addition, results from the three participants from the present evaluation who demonstrated emergence of reverse intraverbals following intraverbal training support previous research (Marzullo-Kerth et al 2011;Reeve et al 2007;Sprague and Horner 1984;Stokes and Baer 1977) in demonstrating that training multiple exemplars concurrently in conjunction with a bidirectional stimulus-response teaching format (i.e., general case strategy) appears to be an effective training package that may promote emergence of reverse intraverbals for some children. Future studies could continue this line of research to determine the optimal number of exemplars to train concurrently.…”

“…Some instructional protocols include the full range of stimulus variations and response requirements in the generalization setting (Cooper et al 2007). For example, Sprague and Horner (1984) demonstrated that this general case strategy promoted the general use of vending machines for six high school-aged participants. Given these findings and the lack of research on the potential utility of general case analysis in the verbal behavior domain, investigating whether general case analysis may facilitate generalization of intraverbal responses seems warranted.…”

Developing a Technology for the Use of Operant Extinction in Clinical Settings: An Examination of Basic and Applied Research

“…However, results of several studies examining generalization techniques categorized by Stokes and Baer (1977) as ''train loosely'' and ''train sufficient exemplars'' suggest that variability in training conditions could increase resistance to extinction. In these studies, subjects exposed to varied conditions (i.e., different settings, times, experimenters, or other environmental stimuli) during the acquisition of behavior showed both stimulus generalization and response maintenance in situations that were not associated with reinforcement (e.g., Dunlap & Johnson, 1985;Sprague & Horner, 1984;Stokes, Baer, & Jackson, 1974).…”

Using Technology to Expand and Enhance Applied Behavioral Analysis Programs for Children with Autism in Military Families

“…For example, for one situation during the role-play for the Response Prompting module, technicians were asked to implement a full-physical prompt with a 5-s prompt delay. Each role-play consisted of several situations (or multiple exemplars; Sprague & Horner, 1984;Stokes & Baer, 1977;Stokes & Osnes, 1989) for which the researcher instructed the confederate (via the earpiece so that the technician would not hear the instruction) to emit the child responses scripted for each situation (i.e., trial). Each confederate response was programmed multiple times to obtain repeated opportunities for the technician to practice the response and receive feedback.…”