Programming Generalization of Computational Skills

Abstract

This investigation assessed the extent to which elementary-age learning disabled students were able to generalize a computational skill. The subjects consisted of nine students, all of whom made systematic errors in arithmetic. Two experiments were conducted using within-subject designs. All students experienced baseline, demonstration and modeling plus feedback, and maintenance. Students who met criteria for generalizing proceeded to a followup condition, while those who did not received further interventions designed to increase their ability to generalize. The effectiveness of the following procedures was investigated: (a) reinforcing students “to generalize,” and (b) a technique which combined training several response exemplars with the use of a verbal cue and an in-discriminable reinforcement contingency. The results indicated that demonstration and modeling plus feedback was sufficient to increase some students' ability to generalize; others required further interventions to facilitate generalization.