Teaching Interaction Procedure (TIP) Part 2: Toward Generalization | BCBA CEU | Learning | 0.5 Hour 

In this presentation, the speaker examines how to embed programming for generalization within the Teaching Interaction Procedure (TIP). Building on Stokes and Baer (1977), she emphasizes that generalization does not occur automatically and must be actively programmed to ensure behavior change extends across time, settings, persons, and related behaviors. If a skill does not occur where and when it is needed, the value of teaching is diminished.

The presentation reviews updated categorizations of generalization strategies identified in a 2019 review of social skills interventions for children with autism. Four broad categories are described: exploiting current functional contingencies, training diversely, incorporating functional mediators, and sequential modification. Research findings indicate that studies demonstrating successful generalization typically employed multiple strategies rather than a single technique.

Empirical examples illustrate how TIP can be systematically modified to promote generalization. In one study, phases included priming plus tangible and social reinforcement, removal of priming, fading of tangibles, and eventual removal of additional programmed consequences. Another study added reinforcement and later priming when generalization did not initially occur. The speaker concludes that effective programming requires individualized analysis of antecedents, responses, predictability, and consequences, with strategic adjustments based on learner and skill variables.