CASE EXAMPLE This section presents a case example (taken from the case files of the second author) of how a comprehensive plan to facilitate generalization can be developed through the use of a Generalization Analysis Worksheet. The case example includes a statement of the problem, followed by a completed behavioral change plan. The behavioral change plan incorporates the components of generalization identified in the Generalization Analysis Worksheet. The number of each component incorporated from the worksheet is noted in parentheses following each relevant component. CASE STUDY John is an 11-year-old student who has been diagnosed with ADHD and qualifies for participation in a gifted educational program. He was referred to the Student Study Team (SST) because he frequently interrupts his teacher in an aggressive or rude manner, questioning the accuracy of the teacher's comments (even though his observations are often correct). The teacher has developed resentment of his style of questioning. The SST team has chosen to target his questioning style for modification. They do not want to decrease John's questioning of inaccurate information; rather, they want to teach John how to ask questions in a diplomatic manner. The student does not see why he needs to change his behavior and becomes argumentative when reprimanded by the teacher for his rudeness. The SST decided that, if John does not change his behavior, he would have poor relationships with teachers and peers, causing John to be rejected. Indeed, reports from the teacher confirmed that peers were avoiding John and that teachers often complained about him. The SST completed the Generalization Analysis Worksheet as part of their treatment planning. The plan (Figure 1) was constructed with the following considerations to enhance the The plan (Figure 1) was constructed with the following considerations to enhance the likelihood that the new behavior would generalize to the natural environment. The team first generated a list of diplomatic phrases (e.g., "I've heard that," "I've read that," "I could be wrong, but") that could be used to precede any question asked by John and which served as an alternative to John's rude phrase (1). The phrases chosen are likely to elicit a positive response from teachers. To ensure that teachers noticed, John was taught to praise the teachers for acknowledging him (2). Initially, John was not motivated to change his rude questioning behavior because he was reinforced by the interaction with the teacher, as a result of correcting or arguing with the teacher. To decrease the payoff for rudeness, his teachers were taught not to reinforce him by arguing with him and to use a consistent time out for rude behavior (3). In addition, the teachers were taught to reinforce, through praise and points on a simple daily report I card turned in at the end of the day, any examples of John using diplomatic questions (4). All teachers and instructional aides were informed of the program and multiple teachers were included in the training sessions (5). A series of visual prompts was created to help John to use the diplomatic phrases. This included laminating a sheet of paper with the phrases for John to place on his desk and in his notebook. Visual prompts also were placed around the room so that when John or the teacher saw them, it reminded them of the program that was in place (7, 11). John was taught multiple diplomatic responses to shape the use of diplomatic questions as a class of behaviors, rather than as a discrete response. Schedules of reinforcement were developed to systematically shape the consistent use of diplomatic questioning that was resistant to extinction. As part of their reinforcement plan, a systematic set of criteria was developed to prompt changing from a fixed schedule of reinforcement to an intermittent schedule of reinforcement (8). First, John was reinforced for every incidence in which he used the diplomatic phrases preceding a question. Once he was able to use diplomatic sentences for an average of 90% over a 10-day period, the schedule of reinforcement was changed to every other incidence of using a diplomatic phrase. Once again, when John was able to use diplomatic phrases for an average of 90%, reinforcement was changed to a variable schedule in which he was reinforced on the average of every third use of a diplomatic phrase. Training took place in several classrooms where John attended classes (9) and with selected students and teachers (10). During the session, John was taught self- mediated verbal prompts to ask questions in a diplomatic style and to self-reinforce for following through on his verbal prompt (12). Figure 1. Generalization analysis worksheet. Consultant: Ron Kotkin Child: John Target Behavior: Questioning the teacher in a rude and aggressive manner Date: July 20 Strategy 1. Connect behavior to the natural consequences. 2. Plan Teach diplomatic verbal statements likely to be positively perceived and reinforced by teachers. 3. Teach the child to "go after" the natural consequences. At least temporarily, stop the reinforcement for inappropriate behaviors. Have the student track his use of tactful questions and share with the teacher. Train the student to praise the teacher for answering his question. Train teachers to give the student a timeout for rudeness. 4. 5. Aggressively reinforce any occurrence of generalization. Train in multiple settings with multiple trainers. Train all teachers to reinforce the student, through praise and points on a daily report card, for asking a question in a diplomatic manner, using one of the pivotal phrases taught to the student. Train in the multiple settings and with a sampling of teachers and peers from the natural setting. 6. 7. Create multiple responses to the behavior. Vary the antecedents (settings circumstances) of the behavior training as much as possible. 8. Vary the schedule and intensity of consequences. 9. Incorporate the "look" of the natural environment in the training. Develop a range of responses that teachers and support staff could use in response to the student's appropriate questions. Use multiple visual prompts, such as pivotal sentences taped to the student's desk or posted in his organizer. In addition, visual prompts could be placed on the wall so that when the student or teacher sees the prompt, each is reminded of the program in place. Set criteria for moving to an intermittent schedule of reinforcement based on the student's successful use of diplomatic questions, reinforced by a more regular schedule. Train in a classroom that is similar to the classrooms the student will be attending. 10. 11. 12. Incorporate relevant people in the training. Incorporate a tangible prompt/reminder that he can take with him. Incorporate self-mediated verbal reminders/prompts. Bring teachers and peers into the training sessions to role-play the use of pivotal phrases in questioning teachers and peers. Create a laminated sheet with pivotal sentences that the student can put on his desk at the beginning of a class period to remind him to use diplomatic questions. He also can have them taped to the inside of his organizer. Teach the student self-talk to prompt and reinforce himself for using diplomatic questions. For example, "Ask in a nice way," "See, he/she answered my question." CASE STUDY TO BE USED FOR GENERALIZATION WORKSHEET Lucas is a 25 year old male who is seeking employment at the local grocery store. Lucas will be responsible for completing a variety of tasks including collecting the grocery carts, stocking shelves, checking inventory, and cleaning the store. His team is currently teaching Lucas these skills and wants to plan for generalization to facilitate lasting change once Lucas obtains employment. Consultant: Target Behavior: Strategy 1. APPENDIX A Generalization Analysis Worksheet Connect behavior to the natural consequences. Child: 2. Teach the child to "go after" the natural consequences. 3. 4. At least temporarily, stop the reinforcement for inappropriate behaviors. Aggressive reinforce any occurrence of generalization. 5. Train in multiple settings with multiple trainers. 6. Create multiple responses to the behavior. 7. Vary the antecedents of the behaviors as much as possible. 8. Vary the schedule and intensity of consequences. 9. Incorporate the "look" of the natural environment in the training. 10. Incorporate relevant people in the training. 11. Incorporate a tangible prompt/reminder that he can take with him. 12. Incorporate self-mediated verbal reminders/prompts. Plan Date: