Generalization
What to look for:Â
Student is accurate and fluent in using the target skill, but does not use it in different situations or settings, or may confuse the target skill when placed amidst similar skills (e.g., operation signs)
Instructional Goal:
Uses skill in a wide range of settings and situations, and accurately discriminates between target skill and similar skills
Exit Goal:
Student uses the skill across settings and situations, and does not confuse the target skill with similar skills
EVIDENCE-BASED STRATEGIES TO BOOST ACCURACY IN THIS PHASE:
Teacher structures tasks to require that the student uses the target skill regularly in assignments
Student receives encouragement, praise, and reinforcers for using skill in new settings and situations
Students are provided practice items to force the use of correct discrimination between similar skills if confused across new settings and situations
Communication between teacher and families occurs to identify tasks outside of school involving practice of the target skill
Student receives periodic opportunities to review practice target skill to in order to ensure maintenance
Source: Intervention Central (n.d.). The Instructional Hierarchy: Linking Stages of Learning to Effective Instructional Techniques. https://www.interventioncentral.org/academic-interventions/general-academic/instructional-hierarchy-linking-stages-learning-effective-in