An evaluation of the generalization and maintenance of functional communication and self-control skills with preschoolers

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

The preschool life skills (PLS) program (Hanley, Heal, Tiger, & Ingvarsson, 2007; Luczynski & Hanley, 2013) involves teaching social skills as a means of decreasing and preventing problem behavior. However, achieving durable outcomes as children transition across educational settings depend on the generalization and long-term maintenance of those skills. The purpose of this study was to evaluate procedures for promoting generalization and long-term maintenance of functional communication and self-control skills for 6 preschool children. When the children's social skills decreased across repeated observations during a generalization assessment, we incorporated modifications to the teaching procedures. However, the effects of the modifications were variable across skills and children. Satisfactory generalization was observed only after the teacher was informed of the target skills and teaching strategies. Maintenance of most social skills was observed 3 months after teaching was discontinued. We discuss the importance of improving child and teacher behavior to promote generalization and maintenance of important social skills.

Original languageEnglish (US)
Pages (from-to)246-263
Number of pages18
JournalJournal of applied behavior analysis
Volume47
Issue number2
DOIs
StatePublished - Jan 1 2014

Fingerprint

self-control
Teaching
Communication
Maintenance
communication
evaluation
Tigers
teachers' behavior
Child Behavior
educational setting
Preschool Children
teaching strategy
preschool child
Self-Control
Social Skills
Functional Communication
Preschoolers
Self-control
Evaluation
teacher

Keywords

  • delay tolerance
  • early child care
  • functional communication
  • generalization
  • maintenance
  • mand
  • preschool life skills
  • prevention
  • problem behavior
  • requesting
  • self-control
  • social skills

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

Cite this

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abstract = "The preschool life skills (PLS) program (Hanley, Heal, Tiger, & Ingvarsson, 2007; Luczynski & Hanley, 2013) involves teaching social skills as a means of decreasing and preventing problem behavior. However, achieving durable outcomes as children transition across educational settings depend on the generalization and long-term maintenance of those skills. The purpose of this study was to evaluate procedures for promoting generalization and long-term maintenance of functional communication and self-control skills for 6 preschool children. When the children's social skills decreased across repeated observations during a generalization assessment, we incorporated modifications to the teaching procedures. However, the effects of the modifications were variable across skills and children. Satisfactory generalization was observed only after the teacher was informed of the target skills and teaching strategies. Maintenance of most social skills was observed 3 months after teaching was discontinued. We discuss the importance of improving child and teacher behavior to promote generalization and maintenance of important social skills.",
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AU - Rodriguez, Nicole M.

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N2 - The preschool life skills (PLS) program (Hanley, Heal, Tiger, & Ingvarsson, 2007; Luczynski & Hanley, 2013) involves teaching social skills as a means of decreasing and preventing problem behavior. However, achieving durable outcomes as children transition across educational settings depend on the generalization and long-term maintenance of those skills. The purpose of this study was to evaluate procedures for promoting generalization and long-term maintenance of functional communication and self-control skills for 6 preschool children. When the children's social skills decreased across repeated observations during a generalization assessment, we incorporated modifications to the teaching procedures. However, the effects of the modifications were variable across skills and children. Satisfactory generalization was observed only after the teacher was informed of the target skills and teaching strategies. Maintenance of most social skills was observed 3 months after teaching was discontinued. We discuss the importance of improving child and teacher behavior to promote generalization and maintenance of important social skills.

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