Training for Generalization and Maintenance in RtI Implementation: Front-Loading for Sustainability

Authors

Errata

This article is corrected by:

  1. Errata: Erratum Volume 28, Issue 3, 97, Article first published online: 16 August 2013

Requests for reprints should be sent to Matthew K. Burns, University of Minnesota. Electronic inquiries should be sent to burns258@umn.edu.

Abstract

Response to Intervention (RtI) is being implemented as a new initiative in PK-12 schools with increasing frequency. However, the model must be sustained at the school level, which is potentially difficult due to a number of challenges brought about by systems change. This article applied the Stokes and Baer (1977) framework for programming for generalization and maintenance of behavior change to suggest specific activities in which schools could engage to better ensure RtI sustainability. We specifically discussed ways to (1) introduce to natural maintaining contingencies, (2) train with sufficient exemplars, (3) train loosely, (4) program common stimuli, (5) mediate generalization, and (6) train to generalize. Directions for future research are included.

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