The Generalization of Behavioral Teacher Training

Abstract

A conceptual framework is developed that is systematically applied to the published literature on the generalization of behavioral teacher training. The framework is based on the definition of generalization proposed by Stokes and Baer (1977) . Half of the studies reviewed met the two criteria for generalization; that is, (a) the training events, if any, which were scheduled in the nontraining condition, were both dissimilar to and less costly than those scheduled in the training condition, and (b) similar effects were demonstrated in the nontraining condition as in the training condition. The methodological adequacy of the generalization test is assessed in terms of (a) the number of data points presented, and (b) the conduct of reliability checks. Two variables are discussed which were hypothesized to explain the occurrence or nonoccurrence of generalization: the type of training provided and the teachers’ attitudes toward the training. Finally, it is suggested that further distinctions could be made between the studies demonstrating generalization. These distinctions involve the number and type of nontraining conditions, and the degree of unobtrusiveness of the monitoring procedures used in the nontraining condition.