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Computers have become an important piece of technology in classrooms for implementing academic interventions. Often, students' responses to these interventions are used to help make important educational decisions. Therefore, it is important to consider the effect of these interventions across multiple contexts. For example, previous research has demonstrated that when students practice math fact fluency on the computers gains did not generalize to paper-pencil performance. The current study extended this research by examining the effect of multiple stimulus exemplars on the generalization of computer-based math practice to paper-pencil performance. A total of 57 second-grade students completed fluency drills only on the computer, computer mixed with paper-pencil or with only paper-pencil. Pretest-posttest performance was evaluated using a 3 x 2 doubly multivariate repeated-measures ANOVA, with follow-up univariate analysis to determine whether the interaction between time and treatment type was similar across matched and unmatched treatment modalities. Results from previous research were replicated with a lack of generalization across modalities, but the addition of multiple stimulus exemplars resulted in increased generalization for those students receiving a mix of computer and paper-pencil practice., Author(s): Sara E. House Rich [sup.1] , Gary J. Duhon [sup.1] , James Reynolds [sup.1] Author Affiliations: (1) 0000 0001 0721 7331grid.65519.3eSchool of Applied Health and Educational Psychology, 434 Willard [...]

This study examined the utility of brief academic assessments to identify effective generalization procedures for individual students. Specifically, the study built on the proposal that brief assessments of antecedent and consequence manipulations can identify the most effective generalization strategy for individual students. The design was an alternating treatments design nested within a multiple baseline across six students. Students learned how to solve a set of multiplication facts using a common strategy while spontaneous generalization to other sets of facts was measured. Next, researchers determined whether an antecedent- or consequent-based generalization strategy would be more effective for increasing generalization across multiplication skills and conducted an extended analysis with an alternating treatment phase to confirm results of the brief assessment. Results indicated that the assessment correctly identified the most effective generalization strategy for five of the six students. Keywords Generalization * Math interventions * Brief academic assessment * Multiple baseline * Alternating treatments design, Introduction Over 30 years ago, Stokes and Baer (1977) wrote a seminal article on generalization in which they conceptualized it as an active process that does not always occur spontaneously [...]

School psychologists are often asked to develop treatment to remediate students' academic skills or social behavior problems. When teachers implement treatment recommendations with high levels of treatment integrity, students benefit. Treatment integrity has been enhanced by use of direct training, performance feedback, and negative reinforcement procedures. Still, maintenance of treatment integrity has received limited systematic inquiry. This study investigated maintenance of treatment integrity over time by utilizing a systemic fading procedure with indiscriminable contingencies. The results showed that the teachers continued to implement treatment protocols at a high level after performance feedback was faded. Students also fared better when treatment integrity was high. Keywords Treatment integrity * Pre-referral teams * Fading intervention * Response to intervention, Introduction Federal mandates, including the No Child Left Behind Act of 2001 and the more recent American Recovery and Reinvestment Act of 2009 emphasize continual improvement in children's academic competence. [...]

The need to investigate strategies promoting the generalization of reading skills is well documented. The current study builds upon previous literature by examining the impact of a common stimulus procedure on accuracy of reading generalization words in isolation. The common stimulus procedure used in this study intended to enhance the salience of the orthographic and phonemic features between taught and generalization words by highlighting the common rime structure in each word with a specific color. Taught and generalization words representing four word families were used (e.g., end, et, ell, & en). Using a multiple-baseline design across three participants with a replication of procedures for a fourth student, the impact of the common stimulus on accuracy of reading generalization words was examined. Results demonstrated increased accuracy and stability of responding when common stimulus procedures were implemented. Keywords Generalization * Reading * Common stimulus, Students who struggle to learn how to read often have deficits in basic reading skills (Snow et al. 1998). Specifically, the development of basic decoding skills is one proficiency essential [...]

The purpose of the current study was to investigate the effect of three procedures designed to promote the generalization of fluent responding of 12 addition facts to 12 related subtraction facts. The first procedure was completed to determine whether increases in the number of digits correct per minute computed on addition facts would generalize to related subtraction facts. If students were fluent in the targeted addition problems and no generalization was detected, a second procedure was implemented where students completed a conceptual lesson. If no generalization was observed during this phase, a third procedure was implemented where students completed addition problems presented in a cloze format. Results failed to demonstrate generalized fluency gains across any of the procedures. Discussion focuses on future directions of generalization research to further our understanding of the conditions needed for generalization to occur. Keywords Addition * Subtraction * Math facts * Fluency * Generalization * Intervention, Introduction Mathematical skill deficits affect a wide range of students. The report from the 2007 National Assessment of Educational Progress (NAEP) showed that 61% of fourth-grade students and 68% of [...]

This study examined the application of two generalization procedures designed to promote generalized responding across two early literacy skills. Letter sound fluency was targeted using direct intervention for three subjects within a multiple baseline design. After instruction was complete, two generalization procedures (cueing and providing sufficient response exemplars) were tested in an increasingly intense application of the procedures to determine whether sufficient levels of response generalization to letter sound blending could be programmed. Results indicated that although some subjects demonstrated minor levels of unprogrammed or spontaneous generalization, more complete levels of generalization were accomplished only once generalization techniques were employed. Keywords Generalization * Early literacy * Cueing * Response generalization Introduction, Generalization has been defined as 'the occurrence of relevant behavior under different nontraining conditions.' (Stokes and Baer 1977, p. 350) Generalization is critical in education for the development of academic [...]