Previous research has demonstrated an increase in compliance to instructions during training sessions; however, treatment strategies generally have failed to convincingly demonstrate transfer of compliance to the natural environment. The effects of General Case Programing in producing generalized compliance to instruction were investigated. Utilizing a replication design across participants with generalization probes, 3 adults with developmental disabilities were systematically trained with and without generalization programing strategies. The first two participants were trained using single-instance, multiple-instance, and General Case Programing strategies, while the third participant received only General Case Programing. Consistent and substantial generalization of instructional compliance for all 3 participants was produced only after introduction of General Case Programing.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
REFERENCES
Baer, D. M., Wolf, M. M., and Risley, T. R. (1987). Some still-current dimensions of applied behavior analysis. J. Appl. behav. Anal. 1: 91–97.
Billingsley, F., White, O. R., and Munson, R. (1980). Procedural reliability: A rationale and an example. Behav. Assess. 2: 229–241.
Becker, W. C., and Engelmann, S. (1978). Systems for basic instruction: Theory and applications. In Catania, A. C., and Brigham, T. A. (eds.), Handbook of Applied Behavior Analysis: Social and Instructional Processes, Irvington, New York, pp. 30–49.
Chandler, L. K., and Lubeck, R. C. (1992). Generalization and maintenance of preschool children’s social skills: A critical review and analysis. J. Appl. Behav. Anal. 25: 415–428.
Day, H. M., and Horner, R. H. (1986). Response variation and the generalization of a dressing skill: Comparison of single instruction and general case instruction. Appl. Res. Ment. Retard. 7: 189–202.
Demchak, M. (1990). Response prompting and fading methods: A review. Am. J. Ment. Retard. 94(6): 603–615.
Ducharme, D. E., and Holborn, S. W. (1997). Programing generalization of social skills in preschool children with hearing impairments. J. Appl. Behav. Anal. 30: 639–651.
Goldstein, H. (1993). Structuring environmental input to facilitate generalized language learning by children with mental retardation. In Kaiser, A. P., and Gray, D. B. (eds.), Enhancing Children’s Communication: Research Foundations for Intervention, Paul H. Brooks, Baltimore, pp. 317–334.
Horner, R. H., and Albin, R. (1988). Research on general-case procedures for learners with severe disabilities. Educ. Treat. Children 4: 375–388.
Horner, R. H., Albin, R., and Ralph, G. (1986). Generalization with precision: The role of negative teaching examples in the instruction of generalized grocery item selection. J. Assoc. Pers. Severe Handicaps 11: 300–308.
Horner, R., Dunlap, G., and Koegel, R. (1988). Generalization and Maintenance: Life-Style Changes in Applied Settings, Paul H. Brooks Publishing Co, Baltimore.
Horner, R. H., Eberhard, J., and Sheehan, M. R. (1986). Teaching generalized table bussing: The importance of negative teaching examples. Behav. Modif. 10: 457–461.
Horner, R. H., Jones, D., and Williams, J. A. (1985). A functional approach to teaching generalized street crossing. J. Assoc. Pers. Severe Handicaps 10: 71–78.
Horner, R. H., McDonnell, J. J., and Bellamy, G. T. (1986). Teaching generalized skills: General case instruction in simulation and community settings. In Horner, R. H., Meyer, L. H., and Fredericks, H. D. (eds.), Education of Learners with Severe Handicaps: Exemplary Service Strategies, Paul H. Brookes Publishing Co, Baltimore, pp. 289–314.
Horner, R. H., Sprague, J., and Wilcox, B. (1982). Constructing general case programs for community activities. In Wilcox, B., and Bellamy, G. T. (eds.), Design of High School Programs for Severely Handicapped Students, Paul H. Brookes Publishing Co, Baltimore, pp. 61–98.
Ivy, R., and Dubin, W. (1979). Acquisition and generalization of instruction-following behavior in profoundly retarded individuals. Percept. Motor Skill. 49: 133–139.
Kazdin, A. E. (1982). Single-Case Research Designs: Methods for Clinical and Applied Settings, Oxford University Press, New York.
Kazdin, A. E., and Erickson, L. M. (1975). Developing responsiveness to instructions in severely and profoundly retarded residents. J. Behav. Ther. Exp. Psy. 6: 17–21.
Martin, G., and Pear, J. (2003). Behavior Modification: What it is and How to do it (7th ed.), Prentice Hall, Upper Saddle River, NJ.
O’;Neill, R., Faulkner, C., and Horner, R. H. (2000). The effects of general case training of manding responses on children with severe disabilities. J. Dev. Phys. Disabil. 12: 43–60.
Sprague, J., and Horner, R. H. (1984). The effects of single-instruction, multiple-instruction, and general case training on generalized vending machine use by moderately and severely handicapped students. J. Appl. Behav. Anal. 17: 273–278.
Stremel-Campbell, K., and Campbell, C. R. (1985). Training techniques that may facilitate generalization. In Warren, S. F., and Rogers-Warren, A. K. (eds.). Teaching Functional Language, Paul H. Brooks, Baltimore, pp. 281–285.
Whitman, T. L., Zakaras, M., and Chardos, S. (1971). Effects of reinforcement and guidance procedures on instruction-following behavior of severely retarded children. J. Appl. Behav. Anal. 4: 283–290.
Yates, B. T. (1985). Cost-effectiveness analysis and cost-benefit analysis: An introduction. Behav. Assess. 7: 207–234.
Acknowledgments
The authors are grateful to staff and residents for their involvement and support throughout the research. We wish to acknowledge Carole Marion, Gina Sakko, Toby Martin, Aynsley Verbeke, Ashleigh Rogocki, Kristen Campbell, Lysianne Kolt, and Mike Rogers for their contributions to the research. This research was supported by the Sister Bertha Baumann Research Awards Grant 41880.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Walters, K.L., Holborn, S.W. & Ediger, J. General Case Programing of Compliance to Instruction for Individuals with Developmental Disabilities. J Dev Phys Disabil 19, 51–64 (2007). https://doi.org/10.1007/s10882-006-9031-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10882-006-9031-7