1975
DOI: 10.1002/1520-6807(197510)12:4<432::aid-pits2310120412>3.0.co;2-j
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Abstract: Eeports of the use of behavior niodification in the classroom are reviewed, with special attention given to the question of whether or not generalization of the efferts of the behavior modification programs was obtained. Those programs in which generalization across time, settings, or behaviors was observed were found to differ from other programs in several important ways. These differences were utilized in formulating a set of 15 proposed ''rules" for obtaining generalization of the effects of behavior modif… Show more

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Cited by 29 publications
(5 citation statements)
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“…Galpin refers t o four generations of follicles, the X and Y follicles, the trio stage, and the '' nine stage '' follicles, whilst Dry (5), in describing the coat of the mouse, states that there are three definite generations of fibres, which he names (:I, C,2, G3. This would agree in general with the coat and fibre development of some British sheep, as recorded by Wildman (32). The first generation of follicles consists of '' primary follicles," the second " secondary follicles," and I he next generation " later follicles.…”
Section: Introductionsupporting
confidence: 88%
“…Galpin refers t o four generations of follicles, the X and Y follicles, the trio stage, and the '' nine stage '' follicles, whilst Dry (5), in describing the coat of the mouse, states that there are three definite generations of fibres, which he names (:I, C,2, G3. This would agree in general with the coat and fibre development of some British sheep, as recorded by Wildman (32). The first generation of follicles consists of '' primary follicles," the second " secondary follicles," and I he next generation " later follicles.…”
Section: Introductionsupporting
confidence: 88%
“…Correspondence training may also potentially provide a solution to the problems of generalization. Wildman and Wildman (1975) and Stokes and Baer (1977) have pointed out that although behavior modification procedures such as differential reinforcement may be quite effective when the program is in operation, there is no guarantee that behavior changes will be maintained at other times or will generalize to other behaviors. The findings of Risley and Hart (1968) indicate that once correspondence is achieved, direct verbal control of the behavior in training is possible and that generalized verbal stimulus control of other nonverbal behavior may also occur without further correspondence training.…”
Section: University Of Notre Dame and Belchertown State Schoolmentioning
confidence: 99%
“…There is little evidence to date, however, that gains made in special education programs are con- sistently transferred to regular classroom settings. Typically, when handicapped students are removed from their regular classrooms for treatment in resource rooms or other special education settings, they exhibit academic and behavioral improvements in the special education settings but do not maintain the improvements after returning to their regular classrooms (Walker & Buckley, 1972;Wildman & Wildman, 1975).…”
mentioning
confidence: 99%