Cited by 3,351Behavioral and Psychological StudiesHuman Resource Development and Performance EvaluationAcademic and Historical Perspectives in Psychology

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AN IMPLICIT TECHNOLOGY OF GENERALIZATION 1

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Stokes, Trevor F., Baer, Donald M.·1977·Journal of Applied Behavior Analysis

DOI 10.1901/jaba.1977.10-349PMC PMC1311194

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Abstract

Traditionally, discrimination has been understood as an active process, and a technology of its procedures has been developed and practiced extensively. Generalization, by contrast, has been considered the natural result of failing to practice a discrimination technology adequately, and thus has remained a passive concept almost devoid of a technology. But, generalization is equally deserving of an active conceptualization and technology. This review summarizes the structure of the generalization literature and its implicit embryonic technology, categorizing studies designed to assess or program generalization according to nine general headings: Train and Hope; Sequential Modification; Introduce to Natural Maintaining Contingencies; Train Sufficient Exemplars; Train Loosely; Use Indiscriminable Contingencies; Program Common Stimuli; Mediate Generalization; and Train “To Generalize”.

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ESTABLISHING VERBAL REPERTOIRES IN CHILDREN WITH AUTISM USING FUNCTION-BASED VIDEO MODELING
Plavnick, J. B., & Ferreri, S. J. (2011) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.2011.44-747 · Cited by 69
USING MULTIPLE‐EXEMPLAR TRAINING TO TEACH A GENERALIZED REPERTOIRE OF SHARING TO CHILDREN WITH AUTISM
Kerth, D. M., Reeve, S. A., Reeve, K. F., & Townsend, D. B. (2011) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.2011.44-279 · Cited by 68
Pre-service teacher use of communication strategies upon receiving immediate feedback ☆
Coogle, C., Rahn, N. L., & Ottley, J. R. (2015) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2015.03.003 · Cited by 65
“It is likely also necessary to specifically plan or program for generalization (Stokes & Baer, 1977) of strategies to determine whether the strategies coached in one routine (e.g., small group activities) generalize into other routines (e.g., circle time) that may present more challenges for early…”
Background
Inherent Tensions and Possibilities: Behavior Analysis and Cultural Responsiveness
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Prevalence of renewal of problem behavior during context changes
Muething, C., Call, N. A., Pavlov, A. C., Ringdahl, J. E., Gillespie, S. E., Clark, S. B., & Mevers, J. L. (2020) · Journal of Applied Behavior Analysis · doi:10.1002/jaba.672 · Cited by 68
TEACHING LEISURE SKILLS TO SEVERELY HANDICAPPED ADULTS: AN AGE‐APPROPRIATE DARTS GAME
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CORRESPONDENCE BETWEEN SAYING AND DOING: SOME THOUGHTS ON DEFINING CORRESPONDENCE AND FUTURE DIRECTIONS FOR APPLICATION
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A Systematic Review of Family-Mediated Social Communication Interventions for Young Children with Autism
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“…functional behaviors within the natural environment; natural consequences are used; training occurs across different settings, people, and stimuli; and mediation strategies such as problem-solving are taught (Chandler et al., 1992; Gunning et al., 2019b; Stokes & Baer, 1977; Stokes & Osnes, 1989).”
Background
In Vivo Amplified Skills Training: Promoting Generalization of Independent Living Skills for Clients with Schizophrenia
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Cultural Diversity and Social Skill Instruction
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A Treatment Package for Increasing Sight Word Recognition for Use in Daily Living Skills
Browder, D. M., Hines, C., Mccarthy, L. J., & Fees, J. (1984) · Education and training of the mentally retarded · doi:10.1177/001312378401900305 · Cited by 67
NORMAL CHILDREN AS TUTORS TO TEACH SOCIAL RESPONSES TO WITHDRAWN MENTALLY RETARDED SCHOOLMATES: TRAINING, MAINTENANCE, AND GENERALIZATION
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Promoting turn-taking skills in preschool children with disabilities: The effects of a peer-based social communication intervention
Stanton‐Chapman, T. L., & Snell, M. E. (2010) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2010.11.002 · Cited by 66
Using High-Probability Request Sequences to Increase Social Interactions in Young Children With Autism
Jung, S., Sainato, D. M., & Davis, C. A. (2008) · Journal of Early Intervention · doi:10.1177/1053815108317970 · Cited by 66

Authors: Stokes, T. F., & Baer, D. M.
Affiliations: University of Kansas (US)
Corresponding author: Stokes, Trevor F.
ORCID: Stokes, Trevor F.
Venue: Journal of Applied Behavior Analysis
Publisher: Wiley
Published: 1977-06
Volume: 10
Issue: 2
Pages: 349-367
ISSN: 0021-8855 (ISSN-L)
1938-3703
DOI: 10.1901/jaba.1977.10-349
PMC: PMC1311194
OpenAlex: W1998493215
Cited by: 3,351
References: 48
Citations by year: 2026: 54 · 2025: 88 · 2024: 72 · 2023: 106 · 2022: 101 · 2021: 102 · 2020: 106 · 2019: 106 · 2018: 108 · 2017: 108 · 2016: 91 · 2015: 97 · 2014: 120 · 2013: 71 · 2012: 84
FWCI: 63.00
Type: journal article
Language: en
Open access: bronze
doi.org
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 13055 d)
Locations: Journal of Applied Behavior Analysis (publishedVersion)
Europe PMC (PubMed Central) (publishedVersion)
PubMed Central (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
Social Sciences › Psychology › General Psychology › Academic and Historical Perspectives in Psychology
Keywords: generalization, discrimination, stimulus control, stimulus equivalence, stimulus generalization

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