The generalization of behavior modification procedures: A review-with special emphasis on classroom applications

Abstract

Reports of the use of behavior modification in the classroom are reviewed, with special attention given to the question of whether or not generalization of the effects of the behavior modification programs was obtained. Those programs in which generalization across time, settings, or behaviors was observed were found to differ from other programs in several important ways. These differences were utilized in formulating a set of 15 proposed “rules” for obtaining generalization of the effects of behavior modification procedures. It is suggested that these “rules” be used to make behavior modification more effective, both clinically and practically.

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