Definition
The term generalization, defined most broadly (Stokes & Baer, 1977), is used to describe when skills learned in a training environment transfer to the natural environment after training has ended. Generalization, in its more narrow definition, is a behavioral term that is used to describe the spread of effect of a training procedure to untrained stimuli and responses, as well as the durability of treatment effects over time. Generalization includes three specific forms: Stimulus generalization, response generalization, and maintenance. Stimulus generalization involves the occurrence of a behavior in response to another similar stimulus. For example, a child who learns to say “ball” (behavior) in response to a picture of a ball (trained stimulus) shows stimulus generalization if he says “ball” in response to an actual ball (new stimulus). Response generalization involves the spread of an effect of a trained response to other similar responses. For example, a child who is...
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References and Readings
Arnold-Saritepe, A. M., Phillips, K. J., Mudford, O. C., De Rozario, K. A., & Taylor, S. A. (2009). Generalization and maintenance. In J. L. Matson (Ed.), Applied behavior analysis for children with autism spectrum disorders. New York: Springer.
Belchic, J. K., & Harris, S. L. (1994). The use of multiple peer exemplars to enhance the generalization of play skills to the siblings of children with autism. Child & Family Behavior Therapy, 16, 1–25.
Charlop, M. H., & Trasowech, J. E. (1991). Increasing autistic children’s daily spontaneous speech. Journal of Applied Behavior Analysis, 24, 747–761.
Delprato, D. J. (2001). Comparisons of discrete-trial and normalized behavioral intervention for young children with autism. Journal of Autism and Developmental Disorders, 31, 315–325.
Drew, A., Baird, G., Baron-Cohen, S., Cox, A., Slonims, V., Wheelwright, S., et al. (2002). A pilot randomised control of a parent training intervention for pre-school children with autism: Preliminary findings and methodological challenges. European Child & Adolescent Psychiatry, 11, 266–272.
Ingersoll, B. (2010). Brief report: Pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40, 1154–1160.
Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163–175.
Kaiser, A. P., & Hester, P. P. (1994). Generalized effects of enhanced milieu teaching. Journal of Speech and Hearing Research, 37, 1320–1340.
Kamps, D., Royer, J., Dugan, E., Kravits, T., Gonzales-Lopez, A., Garcia, J., et al. (2002). Peer training to facilitate social interactions for elementary students with autism and their peers. Exceptional Children, 2, 173–187.
Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341–353.
Koegel, R. L., & Rincover, A. (1977). Research on the difference between generalization and maintenance in extra-therapy responding. Journal of Applied Behavior Analysis, 10, 1–12.
Lovaas, O. I., Koegel, R., Simmons, J. Q., & Long, J. S. (1973). Some generalization and follow up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6, 131–166.
McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, 117–126.
Moes, D. R., & Frea, W. D. (2002). Contextualized behavioral support in early intervention for children with autism and their families. Journal of Autism and Developmental Disorders, 32, 519–533.
Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285–295.
Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157–160.
Spradlin, J. E., & Siegel, G. M. (1982). Language training in natural and clinical environments. Journal of Speech and Hearing Disorders, 47, 2–6.
Stahmer, A. C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism and Developmental Disorders, 25, 123–141.
Stahmer, A. C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25, 447–459.
Stokes, T. F. & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media New York
About this entry
Cite this entry
Ingersoll, B., Wainer, A. (2013). Generalization and Maintenance. In: Volkmar, F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1698-3_275
Download citation
DOI: https://doi.org/10.1007/978-1-4419-1698-3_275
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4419-1697-6
Online ISBN: 978-1-4419-1698-3
eBook Packages: Behavioral Science