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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

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Published on: September 20, 2020

Generalization procedures in training interventionists for individuals with developmental disabilities.

Stamatios Gianoumis1, Peter Sturmey

  • 1City University of New York, Flushing, NY 11367, USA.

Behavior Modification
|January 19, 2012
PubMed
Summary
This summary is machine-generated.

This review found that common stimuli, sufficient exemplars, and mediated generalization are effective training strategies for staff, parents, and peers implementing interventions for individuals with developmental disabilities.

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Area of Science:

  • Behavior Analysis
  • Developmental Disabilities
  • Intervention Generalization

Background:

  • Effective training is crucial for implementing interventions for individuals with developmental disabilities.
  • Generalization of skills is a key challenge in intervention research.
  • Previous literature reviews have not comprehensively synthesized generalization strategies in staff, parent, and peer training.

Purpose of the Study:

  • To review training procedures for staff, parents, and peers that incorporate strategies to promote generalization of interventions for individuals with developmental disabilities.
  • To identify the most prevalent and empirically supported generalization strategies.
  • To highlight underutilized generalization strategies for future research.

Main Methods:

  • Systematic literature review of studies published in the Journal of Applied Behavior Analysis and PubMed.
  • Inclusion criteria: operationalized training procedures, individual trainee data, single-subject experimental design.
  • Coding of training procedures for generalization strategies based on Stokes and Baer (1977).

Main Results:

  • Of 54 reviewed studies, 46 incorporated procedures to promote generalization.
  • The most prevalent generalization strategies were: use of common stimuli (46%), sufficient exemplars (35%), and mediated generalization (29%).
  • Empirical support was demonstrated for these prevalent strategies in promoting generalized direct-care skills.

Conclusions:

  • Common stimuli, sufficient exemplars, and mediated generalization are effective and widely used strategies for promoting intervention skill generalization.
  • Other generalization strategies cited by Stokes and Baer are underutilized and warrant further investigation.
  • Future research should explore the effectiveness of underutilized strategies to enhance interventionist skill generalization.