Reference no: EM133967229

Treatment Generalization

After the behavior analyst evaluated the effectiveness of the treatment, she wanted to fade the number of times John asked for breaks so that he would not miss as much classwork. She continued to collect data on the dependent variable while fading the number of allowed requests from 5 to 1.

She was also interested in knowing if the effects would generalize to the other two classrooms where John displayed disruptive behavior. She had asked the teachers of those classrooms to
collect data on John's disruptive behavior throughout the baseline and intervention implemented in Classroom 1.

The figure below shows additional data on the disruptive behavior across all three Classrooms at the end of the second intervention phase of classroom 1, and during the phase when the number of break requests were faded down to only one.

When the behavior analyst had teachers collect data in all three classrooms throughout the study such that the data could be plotted on three graphs aligned vertically, what type of single-subject design was the behavior analyst using?

The behavior analyst was interested in analyzing the presence or absence of change in the dependent variable in Classrooms 2 and 3 in order to evaluate what type of generalization?

Based on the data in Classrooms 2 and 3 when the initial intervention and fading procedures were implemented in Classroom 1, did the treatment effects generalize to the other classrooms? How do you know?

The behavior analyst remembered that there are several suggested methods for planning ahead for generalization. One method relies on the use of "mediated stimuli" (stimuli that can be used for the response in both the training and generalization settings). (See the section entitled
"Contrive a Mediating Stimulus," pp. 743-744 in Cooper et al. (2020).)

The behavior analyst decided to create a mediating stimulus in the form of a "Break Card" that John would use to request his break during the intervention (instead of simply raising his hand). During the "Break Card" phase, he was given a card with the word "Break" to put on his desk. He was also provided with instructions to raise it up when he needed a 5-minute break to visit the calm corner, and he was allowed to do that one time during the class. A similar "Break Card" was placed on his desk in Classrooms 2 and 3 as a mediating stimulus, but John was not provided with any instructions on how he could use the card to ask for a break.

What (if any) effect did the break card and instructions in Classroom 1 (plus the presence of a break card in Classrooms 2 and 3 without instructions) have on the dependent variable in Classroom 2 and 3? Was generalization shown in Classrooms 2 and/or 3?

What (if any) effect did the introduction of the break card phase (break card + instructions) in Classroom 2 have on the dependent variable in Classrooms 2 and 3? Was generalization shown in Classroom 3? Get dependable, budget-friendly assignment help-starting today! 

Why do you think the behavior analyst did not implement the break card intervention (break card + instructions) in Classroom 3?

Write a summary statement to explain under what conditions generalization did and did not occur in this study.

Make a suggestion for future treatment based on what was learned about generalization in this study.