Overview
In the field of Applied Behavior Analysis, as well as in daily life, generalization and maintenance are essential parts of authentic learning. As Dr. Steven Little explained in the lecture, teaching a skill is only the first step; what really matters is whether the behavior continues over time and across different settings. If someone learns a skill but later forgets it or cannot apply it in other situations, the learning process loses its value. For this reason, ABA practitioners must plan from the start for behaviors to be maintained. In Nicole’s case, to help her keep and use her new academic behaviors in other subjects, I would start by teaching her self-management skills. This means helping her set goals, keep track of her work, and reward herself with a small incentive when she completes her assignments. I would also use similar routines and materials in both English and math classes so she can easily use the same skills in different subjects. Finally, I would give praise or rewards occasionally, rather than every time. This way, Nicole can stay motivated without depending on constant reinforcement from others (Cooper et al., 2020). Moreover, generalized, not just taught (Stokes & Baer, 1977; Cooper et al., 2020).
From my personal experience, I can see how generalization and maintenance happen gradually, through practice and repetition. My personal example is when I taught my daughter to ride a bicycle. We began with training wheels inside the house, then practiced balancing, and later moved to the park and the street. Each new setting helped her apply the same skill in a different environment. After some time, we repeated the activity to make sure she still remembered. This experience showed me that maintaining and generalizing a learned skill requires consistency, exposure to different contexts, and ongoing opportunities to practice.
Just like with Nicole, lasting behavior change happens when skills are not only learned but also applied across time and environments, supported by natural reinforcement and consistent practice.
References :
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Pratt, J. L., Wickerd, G. D., & Steege, M. W. (2019). Generalization and maintenance. In S. G. Little & A. Akin-Little (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (2nd ed., pp. 97–111). American Psychological Association.
Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367. https://doi.org/10.1901/jaba.1977.10-349Links to an external site.
Walden University, LLC. (2019). Generalization and maintenance [Video]. Walden University Blackboard. https://waldenu.instructure.com