1. Types of Generalization
Stimulus generalization occurs when behaviors are performed in settings or in the presence of stimuli other than those in which the behaviors were taught.
Response generalization occurs when behaviors change that were not specifically targeted in the original intervention.
Response maintenance occurs when a behavior is performed following the withdrawal of an intervention.

2. Approaches to Generalization
Look for a response that enters a natural community; in particular, teach students to cue their potential natural communities to reinforcer their desirable behaviors.
Keep training more exemplars; in particular, diversify them.
Loosen training control over the stimuli and responses involved in training; in particular, training different examples concurrently, and vary instructions, social reinforcers, and backup reinforcers.
Make unclear the limits of training contingencies; in particular, conceal, when possible, the point at which those contingencies stop operating, possibly by delayed reinforcement.
Use stimuli that are likely to be found in generalization settings in training settings as well; in particular, use peers as tutors.
Reinforce accurate self-reports of desirable behavior; apply self-recording and self-reinforcement techniques whenever possible.
When generalizations occur, reinforce at least some of them at least sometimes, as if “to generalize” were an operant response class.

3. Tactics for Promoting Generalization
Take Advantage of Natural Communities of Reinforcement
Train Diversely
Incorporate Functional Mediators

4. Take Advantage of Natural Communities of Reinforcement
Teach relevant behaviors
Modify environments supporting maladaptive behaviors
Recruit natural communities of reinforcement

5. Train Diversely Use sufficient stimulus exemplars
Use sufficient response exemplars
Train loosely
Use indiscriminable contingencies
Reinforce unprompted generalizations

6. Incorporate Functional Mediators
Use common physical stimuli
Use common social stimuli
Use self-mediated stimuli

7. Applying Generalization Tactics
List all desired behavior changes
List all the situations, settings, and places where and persons with whom the desired behavior changes should occur
List all the behaviors that must be emitted by everyone else involved in or affected by the behavior change

8. Issues in Promoting Generalization
Generalize Teacher Repertoire
Use Functional Contingencies
Provide Sufficient Detail
Build in Generalization
Conduct Outcome Assessment
Use the Least Restrictive Intervention