Assessment of skill generalization was conducted within a large-scale public school behavioral treatment program for disruptive and academically deficient adolescents. Generalization was measured both within and between subjects. The results indicated that improved academic skills of the treatment group transferred across settings to nontreatment classes. Analyses of individual behavior programs indicated a transfer of skills across time for specific behaviors as well as across behavior which was not the focus of the specific behavioral program. Generalization of the latter types occurred with minimal programming.
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