Full Answer Section

• Mutual Influence:Planning for one can influence the other. For example, teaching a child to mand “juice” in one specific cup might unintentionally lead them to mand “juice” for any cup (stimulus generalization). Conversely, teaching a child to say “hello” to greet their teacher might lead them to greet other adults with “hello” as well (response generalization).

Planning:

While interrelated, they might not require simultaneous planning in all situations:

Planned Stimulus Generalization:

• Teaching new skills across settings:A therapist might teach a child to request a break in the classroom and then deliberately practice the skill in different settings like playgrounds or libraries.
• Addressing overgeneralization risks:When teaching “no running” in the classroom, the therapist might explicitly clarify it applies to other settings like hallways to avoid unwanted generalization.

Planned Response Generalization:

• Expanding communication repertoire:Teaching a child to ask for “water” through speech, picture exchange, and sign language helps them communicate their need in various situations.
• Adapting to different response topographies:Therapists might teach a child to wave goodbye with different hand positions or verbal variations like “bye” or “see you later” to promote flexibility.

Unplanned Generalization:

• Natural development:Children often naturally generalize newly learned skills to similar contexts without explicit training. For example, recognizing one dog might lead to recognizing other dogs without specific instruction.
• Unforeseen consequences:Some unplanned generalization might be undesirable, like a child using tantrums for different demands they initially learned to request through manding.

Examples:

• Stimulus:Teaching a child to identify pictures of dogs in therapy might lead them to generalize the skill to real dogs or dog toys (unplanned). Planning for generalization might involve showing pictures of different breeds and sizes.
• Response:Teaching a child to point to desired objects might lead them to start using other nonverbal gestures like tapping or reaching (unplanned). Planning for generalization might involve teaching multiple ways to request.

Important Considerations:

• Individual Differences:Children naturally generalize at different rates and levels. Individual assessments and adjustments are crucial.
• Balance is Key:Overemphasis on either planned or unplanned generalization can be detrimental. Striking a balance is essential.
• Ethical Considerations:Respecting informed consent and avoiding negative generalization outcomes are crucial.