Wipe out! Programming for Generalization
Teaching generalization is hard. We find ourselves in a constant quest to elevate the means by which skills are not just taught but also generalized effectively in various contexts for our learners. Obviously we know generalization is important. We can all nod in agreement about its significance—carrying a mastered skill into different environments or contexts ensures a robust understanding of a skill. If a kiddo can mand for help at school, at home, and on the playground, then it’s quite possible that they’ll mand for help at the grocery store.
But why is it that programming for generalization seems to be an afterthought for many BCBAs?
Well, like I said…it’s really hard.
I spoke with a few colleagues about generalization. A few resonant chords seem to strike. Firstly, generalization is hard to program for because it requires a great deal of time and resources. Programming in multiple environments, with different materials, and perhaps across different individuals, requires a lot of extra leg work. We can’t simply teach turn taking with Candyland…but we have to teach it with Checkers, Memory, and Go Fish. That means we have to have access to Checkers, Memory, and Go Fish. And that means we have to find peers who know how to play Checkers, Memory and…well you see what I’m saying.
Venturing into the community, traipsing across the clinic, or scouring for varied materials and people—it all accumulates not just in effort but in tangible costs. Additionally, while we acknowledge that repetition is the chariot that drives learning, diversifying environments and contexts sometimes means sacrificing trials in other programs, consequently making generalization an occasional traveler in our teaching journey.
Much of the above is under the control of center leadership (if they’re getting you the resources) and may be circumvented through a little extra planning before the session starts.
However, the other difficulty is the extra thought that it takes for programming for generalization, and that’s one thing I’d be happy to help you with today.
The nuanced nature of the behaviors we teach only complicates this further. Let’s say we’re teaching a learner "wiping" behavior. It appears straightforward, right? If a learner successfully wipes a wet table, it’s tempting to quickly stamp that "wiping" is mastered. Yet, taking a closer look at the ways and contexts in which “wiping” can manifest suggests, yet again, that we have to teach “wiping” across contexts. Although it’s a simple behavior, programming for generalization can pose a challenge to even the most seasoned BCBA or RBT.
Right now, come up with all the contexts in which wiping behavior occurs. Now write a program for each of them.
You probably can do it. But it’s a little hard on the brain.
It's a daunting task to remember all possible wiping scenarios and contexts (along with all the other scenarios and contexts for all of your other programs). And alas, amidst this complex weave, you might decide to conclude that “Wiping is mastered” because it would just be too dang hard to ensure that it generalizes. The response cost is just too much.
Don’t give up!
Because of the mental effort this takes, I added a series of target ideas from our “Intro to Wiping” skill area at BxMastery.com. Below you’ll note that this is an extremely paraphrased rundown of what this skill area looks like on the platform. But I think it shows the depth and complexity on what needs to happen when teaching a learner to do something as simple as “wipe”. As an aside, this is why the BxMastery platform exists: Our BCBA brains cannot, at a moment’s notice, conjure every program, generalization scenario, pre-requisite skill, and composite skill. It’s part of the reason we burn out so easily.
For a behavior to truly be mastered, we have to program for it from a variety of angles. Finding a structured skill area to program for “wiping,” ensures it is approached from every angle and in as many contexts as possible. The aim? To truly ingrain mastery and generalization into the learning experience of every individual, ensuring no skill is left in the theoretical dust because the road to mastering it seems too convoluted. And through this, we stride towards more holistic and encompassing teaching and learning experiences in the behavioral world.
#1 Wipes off water on table (towel given)
How to Run
Present a wet table to the learner (you can use a dropper to make the surface slightly wet).
Present a towel to the learner.
Ask them to wipe the table off.
Learner should take the towel and wipe the surface of the table with it.
Have the learner place their hand on the table to ensure that the surface is dry.
Reinforce the learner accordingly contingent on the dry surface.
#2 Wipes off water on table (locates towel)
How to RunPresent a wet table to the learner (you can use a dropper to make the surface slightly wet).
Ensure that a towel is within 5-10 feet of the learner.
Ask them to wipe the table off.
Learner should scan the area and find the towel.
Learner should grab the towel and wipe the surface of the table with it.
Have the learner place their hand on the table to ensure that the surface is dry.
Reinforce the learner accordingly contingent on the dry surface.
#3 Wipes off water on table (uses paper towel)
How to RunPresent a wet table to the learner (you can use a dropper to make the surface slightly wet).
Ensure that a roll of paper towels are at any distance up to 10 feet of the learner.
Ask them to wipe the table off.
Learner should scan the area and find the paper towel roll.
Learner should tear off a paper towel and wipe the surface of the table with it.
Have the learner place their hand on the table to ensure that the surface is dry.
Reinforce the learner accordingly contingent on the dry surface.
#4 Wipes off table with dry erase eraser
How to RunDraw a mark/marks with a dry erase marker on a table.
Ask them to wipe the table off.
Learner should scan the area and find a dry erase eraser.
Learner should wipe the surface of the table with it so that the mark(s) are gone.
Reinforce the learner accordingly contingent on the clean surface.
#5 Wipes off dry erase board with dry erase eraser
How to RunDraw a mark/marks with a dry erase marker on a dry erase board.
Ask them to wipe the board off.
Learner should scan the area and find a dry erase eraser.
Learner should wipe the surface of the board with it so that the mark(s) are gone.
Reinforce the learner accordingly contingent on the clean surface.
#6 Wipes mouth with napkin (verbal)
How to RunNote when a learner has excess food or drink around their mouth. You can also contrive this by using a small paint brush to brush a little bit of water on their mouth.
In the beginning stages, issue a verbal prompt for the learner to wipe their mouth.
Learner should grab a napkin and wipe their mouth so that the excess substance is gone.
Reinforce the learner accordingly contingent on their mouth being clean.
#7 Wipes mouth with napkin
How to RunNote when a learner has excess food or drink around their mouth. You can also contrive this by using a small paint brush to brush a little bit of water on their mouth.
Learner should grab a napkin and wipe their mouth so that the excess substance is gone.
Reinforce the learner accordingly contingent on their mouth being clean.
#8 Wipes forehead
How to RunNote when a learner has excess liquid on their forehead. You can also contrive this by using a small paint brush to brush a little bit of water on their forehead.
Once the liquid has been applied, the learner should grab a napkin, towel, or similar and wipe their forehead.
Reinforce the learner accordingly contingent on their forehead being clean.
#9 Wipes palms
How to RunNote when a learner has excess liquid on their palms. You can also contrive this by using a small paint brush to brush a little bit of water on their palms.
Once the liquid has been applied, the learner should grab a napkin, towel, or similar and wipe their palms.
Reinforce the learner accordingly contingent on their palms being clean/dry.
#10 Wipes back of hand
How to RunNote when a learner has excess liquid on the back of their hands. You can also contrive this by using a small paint brush to brush a little bit of water on the back of their hands.
Once the liquid has been applied, the learner should grab a napkin, towel, or similar and wipe their hands.
Reinforce the learner accordingly contingent on their hands being clean/dry.
#11 Wipes back of neck
How to RunNote when a learner has excess liquid on the back of their neck. You can also contrive this by using a small paint brush to brush a little bit of water on the back of their neck.
Once the liquid has been applied, the learner should grab bath tissue or similar and wipe the back of their neck.
Reinforce the learner accordingly contingent on their neck being clean/dry.
#12 Wipes tricep area
How to RunNote when a learner has excess liquid on their tricep area. You can also contrive this by using a small paint brush to brush a little bit of water on their tricep area.
Once the liquid has been applied, the learner should grab bath tissue or similar and wipe their tricep area.
Reinforce the learner accordingly contingent on their tricep area being clean/dry.
#13 Wipes behind knee/back of leg
How to RunNote when a learner has excess liquid around the back of the knee area (while wearing shorts). You can also contrive this by using a small paint brush to brush a little bit of water on the back of the knee or slightly above it.
Once the liquid has been applied, the learner should grab a napkin, towel, or similar and wipe their leg.
Reinforce the learner accordingly contingent on the back of the knee being clean/dry.
Additional Notes
Great opportunity to teach wet/dry.
Ensure that the learner returns the towel to the proper location.
Have the learner look at the napkin after they’ve wiped. Show them that when there is no longer substance left on the napkin that they no longer need to wipe their leg.
In instances where you’re contriving “wiping” scenarios, use food coloring so the learner can see the residue on the paper towel or toilet paper they are using.
Again, the platform itself includes additional notes for every numbered program. For each skill area (“Intro to Wiping”), there are suggested skill areas to target as prerequisites, at the same time, and also direction on where to go next (Ahem–Wiping after Bowel Movements).
So! For a behavior to truly be mastered, we have to program for it from a variety of angles. No negotiating. Yet some of us don’t do it. As BCBAs, what gets in your way of programming for generalization? And what makes it better?
In fact, if you’re at the Hoosier ABA conference (HABA), look me up and tell me in person!