Comment to your peer:
For stimulus generalization, consider teaching a child with autism to greet people in different settings. Initially, the child learns to say “hello” to their teacher. To ensure stimulus generalization occurs, greeting behavior is gradually installed in different settings. We train students how to greet other teachers in the school, family members at home, cashiers at a grocery store, or neighbors in the community. This way, they extend the contexts, or stimuli, to which the child responds with a greeting, thus broadening them out to include different people and settings.
For response generalization, an example is teaching a teenager with intellectual disability how to ask for help differently. First, they are trained to request help using words vocally, such as “Can you help me please?” To encourage response generalization, we teach several appropriate methods of requesting assistance. Some of them are hand-raising, picture exchange communication systems to request help, texting a specific contact person for assistance, or physically gesturing, such as pointing towards the chore they want assistance with and showcasing they need help. This is a nice development of the idea that the individual can employ several related expressions to perform the same task (seek assistance) in various contexts.
These types of generalizations differ in several key aspects. Stimulus generalization aims to increase the antecedent stimuli that trigger a particular response. In contrast, response generalization seeks to increase the number of reactions that can be used to achieve a specific function. In stimulus generalization, it is the attempt to make a learned behavior recur in other stimulus settings. In contrast, in response to generalization, it attempts to make the learned behavior occur in various ways to meet the same need.
Your approach to teaching stimulus generalization by gradually expanding the settings where a child with autism can greet people is very effective. By starting with familiar environments like school and then progressing to different settings such as home, grocery stores, and the community, you ensure that the greeting behavior becomes generalized across various contexts. This not only enhances social skills but also promotes independence and adaptability in social interactions.
Regarding response generalization, your example of teaching a teenager with intellectual disabilities different ways to ask for help is insightful. By introducing multiple methods such as vocal requests, hand-raising, picture communication systems, texting, and physical gestures, you facilitate response generalization. This approach enables the teenager to apply various appropriate expressions to seek assistance, thereby increasing their communication options and independence in different situations.
You accurately distinguish between stimulus generalization and response generalization. Stimulus generalization focuses on broadening the range of stimuli that evoke a particular response, while response generalization expands the ways a learned behavior can be expressed to achieve the same functional outcome. Your explanation clarifies these concepts effectively, highlighting their distinct goals and applications in behavioral interventions.
Overall, your examples and explanations demonstrate a solid understanding of stimulus and response generalization, showing how these concepts can be applied in practical settings to support individuals with different learning and developmental needs.
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