Question

Briefly list four tactics for programming operant stimulus generalization. Give an example of each.

A) Train in the target situation. For example, if a parent wants to teach a child to count out the correct amount of change for purchasing a bag of candy, then the ideal place to do this would be in a store that sells candy

B) Vary the training conditions. For example, if a parent wants to teach a child to avoid strangers, the background stimuli could be controlled by training in the playground, mall, etc.

C) Program common stimuli. For example, if a parent tries to teach a child social and academic classroom behaviours in a remedial classroom, then stimulus generalization will be ensured by using the same academic materials in both classrooms.

d) Train sufficient stimulus exemplars. For example, if a parent wants to teach a kid how to avoid strangers, the training must occur in a large number and a variety of stimuli and situations, such as several different strangers luring the child at several different areas in the school yard at different times.

Answer 1

Programming operant stimulus generalization involves training in the target situation, varying training conditions, using common stimuli, and training sufficient stimulus exemplars.

Each tactic is complemented with an example such as practicing counting change in a store and teaching stranger-danger awareness through various scenarios.

Step-by-step explanation:

Programming Operant Stimulus Generalization Tactics and Examples

To ensure the successful programming of operant stimulus generalization, there are several tactics that can be used:

1. Train in the target situation: For example, teaching a child to handle money by practicing in an actual store encourages the behavior of counting change to generalize to real-world shopping scenarios.
2. Vary the training conditions: For instance, teaching a child to avoid strangers might involve practicing in various environments like playgrounds or malls, each of which provides different background stimuli.
3. Program common stimuli: If a child is taught certain behaviors in a remedial classroom using the same academic materials found in their regular classroom, the generalization of these behaviors is more likely.
4. Train sufficient stimulus exemplars: In teaching a child stranger-danger awareness, exposure to a variety of strangers and settings, such as different areas of the school at various times, can aid in stimulus generalization.