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Chapter 7: Programming for Generalization of Literacy Skills
When teaching new skills, the goal is for students to attain mastery and use those skills independently in other appropriate places or situations, in different or creative ways, and over time (Cooper, Heron, & Heward, 2007). For example, generalization has occurred if a student, after learning to write his name on wide-ruled paper in the classroom, can also write his name at other locations, in different ways, using different kinds of paper and writing instruments, and throughout the school year. This example illustrates the three kinds of generalized outcomes described by Cooper and colleagues (2007): response maintenance, setting/situation generalization, and response generalization.
For a variety of reasons, some newly learned behaviors can continue for up ...