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Abstract

The authors define a conceptual model for addressing generalized response reduction, identify critical elements of the model, and provide the theoretical foundation for a technology of trans-situational interventions. Individualized trans-situational interventions (TSIs) were implemented with three middle-school students at risk for school failure who also engaged in functionally equivalent problem behaviors at home. The TSIs included instruction and rewards in school with organizational support (i.e., providing a place and time to complete homework) at home. Appropriate behaviors in the home were tied to rewards delivered at school. Moderate decreases in problem behavior at school were observed when a behavior support plan was implemented solely in the school. Problem behaviors in school were reduced further and linked to problem behavior reduction in the home when concurrent behavior support was established in the home and at school.

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Trans-Situational Interventions: Generalization of Behavior Support across School and Home Environments

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