How many times have you encountered a scenario like this with your neurodivergent child or student?
You and your learner have worked for hours on teaching an executive functioning skill in the classroom–let’s say, using a visual timer for homework sessions. The student has steadily progressed towards independence and can now complete 30 minutes of attentive homework in the classroom with just the timer.
Boom! (Mic Drop!)…IEP goal met.
Then, two weeks later, you get an email from your learner’s tutor that homework sessions aren’t going so well after school. Your visual timer strategy shows little or no success and the tutor essentially has to “start from scratch” because your learner is struggling to utilize the skill “in real life.”
This is just one of many examples of “failure to generalize” – or when a learner demonstrates a behavior or skill in one setting or with certain materials, but struggles to demonstrate the same skill in other situations.
Failure to generalize skills highly problematic for neurodivergent learners. It doesn’t help with skill delays. It creates frustration for the teacher and the learner when things need to be taught again and again. And most importantly, it means valuable time is wasted that could be used focusing on other executive functioning skills.
So why don’t we spend more time talking about how to promote generalization with our learners?
In today’s article, we’ll outline a set of specific how-to steps that parents, teachers, and executive functioning coaches can take to promote generalization of executive functioning skills. With a few additional considerations, you’ll better ensure that you’re preparing your learners for the real-life experiences they need EF skills the most.
Click here to jump to the TL;DR summary.
Understanding the Need for Generalization
Before we dive into the How-To steps for generalizing executive functioning skills, let’s talk more about the behavioral science of generalization and what we know about how skills transfer between environments.
What is generalization?
By textbook definition, generalization is the ability to complete a task, perform an activity, or display a behavior across settings, with different people, and at different times. Generalization in humans is thought to have evolved in order to help us better apply prior knowledge in more effective ways. One can easily imagine the problematic issues we’d have if humans had to re-learn a task essential to survival each time we encountered it in a similar, but different setting.
Response Generalization vs. Stimulus Generalization (And Why Your Learner Needs Both)
There are two primary types of generalization relevant to working with neurodivergent individuals–response generalization and stimulus generalization. Both are necessary to evaluate if your learner is struggling to demonstrate skills in other settings.
Stimulus Generalization refers to demonstrating similar behaviors in the presence of different environmental conditions. Ordering online is a good example of stimulus generalization. Even though each website has a slightly different process and steps to purchase online, when shown enough examples, a learner is able to generalize to new websites. Failure to demonstrate stimulus generalization tends to be the most common issue discussed when transferring executive functioning skills from one environment to another.
Response Generalization refers to demonstrating different behaviors in the presence of similar environmental stimuli. Social greetings are a good example of response generalization. Each time your learner uses a different greeting (“Hey Ms. ____!” “Good morning.” or “What’s up?”) they demonstrate response generalization – different responses to the same environmental stimulus.
Real-World Examples of Generalization
Because generalization can be a tricky concept to grasp, we have a few more real-life examples:
Why “Train and Hope” Fails
It’s not entirely known why some neurodivergent individuals, particularly those with Autism, ADHD, and Social Anxiety Disorders, may struggle more with generalization than their peers.
Prior to the 1970’s there were limited documented strategies to promote generalization for neurodivergent individuals. Instead, researchers and educators used the “Train and Hope” method– or teaching new skills in hopes that they naturally generalize later. As you might imagine, train and hope fails in a high percentage of opportunities.
Let’s be overwhelmingly clear: As a provider, teacher or parent, if you aren’t planning for generalization, you’re taking a significant risk with your learner’s progress.
Thankfully, the fields of psychology, behavior analysis, and education have identified systematic and intentional ways to support generalization in learners. Let’s cover those now.
A Step-by-Step Guide to Promote Generalization of Executive Functioning Skills
While there are many studies that show different ways to successfully generalize skills with neurodivergent learners, below are 5 ways you can promote generalization of executive functioning skills with your learners.
Vary Your Instructions and Settings.
Sometimes known as “train loosely,” one of the easiest ways to promote generalization is to vary up how you teach a skill to your learner. We often suggest that decide on the base essentials of the instruction (what must happen every single time a learner is asked to do the task), and anything else that can be changed should be varied during the teaching phase.
Let’s go back to our example from earlier of a learner failing to generalize using visual timer for homework.
In this scenario, the “train and hope” method might be teaching the student to use one type of visual timer, with one staff member, at the same time of day, with only one homework subject.
In contrast, promoting generalization might include: practicing with different timers, practicing with different types of homework, or asking other staff to practice timers in different class periods. Each of these individuals will present the instruction in a slightly different way, promoting your learner’s responding in different settings.
Choose set-up & materials that can be easily used in “real life” settings.
We’ve seen many examples of educators with good intentions putting strategies in place in the classroom that don’t make a lot of sense outside of that setting. Whenever you begin teaching a new executive functioning skill, consider what the end result or long-term response you’d like to see from the learner looks like. In as many ways as possible, use that as your guide for choosing the materials and the behaviors you’re looking for.
In our visual timer example, a “train and hope” failure might be only practicing homework using the $200 glass sand timer that sits on the desk in the SpEd classroom. Even if it’s your learner’s favorite, it’s not practical to haul an expensive, breakable item everywhere the learner needs to practice attentional control.
Instead, promote generalization by using the learner’s smartphone or smartwatch timer. Something handy, easy to carry, and appropriate for the learner to use most homework situations.
Contrive opportunities, including the most difficult ones.
When we work on generalization, we also want to expose our learner to enough practice opportunities that the skill is more likely to happen in the future. This includes practicing the situations that you or the learner identify as the most difficult.
Since you can’t predict how your student or child will be asked to use executive functioning skills down the road, programming for generalization by teaching different scenarios, in different conditions, or with distractions–allows your learner to make mistakes, receive feedback, and try again in a safe environment.
To promote generalization in our visual timer example, perhaps you contrive opportunities to practice different types of homework, practice using the timer when friends or family members create distractions, practice what to do when there are interruptions or when the timer malfunctions. By contriving different scenarios, including those most likely to cause your learner difficulty down the road, you’re increasing the probability they’ll be more successful in the future.
Set Goals that Include Generalization
One additional way to support and plan for generalization is to embed it into the mastery criteria for coaching and IEP goals. If generalization is included in the way a goal is written, it’s not considered mastered until the executive functioning skill is shown across different settings, with different instructors, or with different materials.
Consider writing goals with criteria like:
- “demonstrates across two different settings”
- “shows skill when asked by three different teachers”
- “at school and in the community.”
- “With adults and with peers.”
When we embed generalization criteria into our goals, it promotes the idea that generalization is a priority and a required part of our learner’s success.
To see some samples of generalization goals, visit our Executive Functioning IEP Goal Resource Hub
Celebrate Generalization Along the Way.
Lastly, sometimes executive functioning skills do respond to natural contingencies and a learner does generalize to a new setting or new materials without specific planning. In this case, it’s important to recognize and positively reinforce that skill in your learner. Point it out to the learner, “You did that without being asked!” or “_______ happened and we didn’t have to practice it first!” Let them know and reward situations where generalization happens through natural environment learning. The more often this behavior is rewarded, the more likely your learner will generalize new skills over time.
Additional Tips and Common Mistakes
While the six steps above will significantly improve your learner’s likelihood of generalizing a skill, they aren’t perfect solutions. There are a few other tips and strategies (and things to avoid!) that can make programming for generalization easier. Check out these bonus notes:
Additional Tips for Success in Generalization
- Get everyone’s buy-in to prioritize generalization. We have a tendency when working with neurodivergent individuals to emphasize sameness and consistency. While that’s important, sometimes failure to generalize happens because the adults and care providers get in the way of promoting it. Early on in process, seek buy in and collaboration from others to prioritize and plan for generalization of the EF skill.
- Watch for patterns in generalization. Neurodivergent learners who struggle with generalization often get stuck in similar ways–but those ways might be different from your other students or children. It’s important to watch for patterns when generalization fails and to create an individualized plan to support each learner where they struggle.
- Record data. One of the only ways you’ll know if generalization is happening is if you observe it. And then we recommend recording data to track progress over time. Before you begin targeting an executive functioning skill, we recommend having a data collection system in place that will measure generalization of the skill.
- Have a plan for each of the steps above before you start teaching. Having read this far, you can likely see that promoting generalization requires intentional planning. For each of the steps above, it’s critical to have a specific plan in place for how you’ll promote generalization. By taking a few moments to consider generalization, the teaching you do will be more valuable and effective for your learner in the long run.
For more support in planning for generalization, consider our free .pdf downloadable “Planning for Generalization” worksheet. This printable tool can be shared with other staff and caregivers to promote generalization of executive functioning skills across environments.
Common Mistakes and How to Avoid Them
As mentioned above, while we have some good strategies to promote generalization, there are still areas where you might run into roadblocks. Here are some common mistakes that parents, teachers and coaches encounter and how you can avoid them.
- Mistake #1 – Giving Up Too Early – It’s likely that as you continue to work on generalizing executive functioning skills with your learner in new settings, at some point you will encounter a challenge and progress slows. It’s in these situations that you may have to make modifications, call a team meeting to brainstorm, or go back to teach remedial skills before you see progress again. Failures should be treated as learning opportunities – not a reason to give up and move onto something else.
- Mistake #2 – Not Asking the Learner About New Scenarios – Sometimes we go through all the work of planning for generalization, only to find that the learner can tell us what they find most difficult in new settings or scenarios. If your neurodivergent learner has mastered the language and self-monitoring skills to communicate about trying new things in new environments, consider including them in the planning process. Often asking “what’s hard about ____?” or “what was difficult when you _____?” can give helpful insight into how to plan for generalization in the future.
- Mistake #3 – Not Asking for Help – Not every professional encounters generalization in their educational training, and certainly, we know it’s not included in many parenting manuals. If you’re new to promoting generalization with your learners, it’s best to seek out support from a colleague or continuing education resource.
Additional Resources and Tools
Life Skills Advocate uses generalization strategies with our coaching clients to help executive functioning skills transfer to a variety of real-life situations. Because of that, we’ve assembled some additional tools and resources you may find helpful in programming for generalization with your own clients, students, or children. Check out the following resources:
- The Real Life Executive Functioning Workbook (coupon code LSA20 for 20% off)
- How to Embedding EF skills into Classroom Routines
- For a list of IEP goals that program for generalization see Executive Functioning IEP Goal Resource Hub
- For a trained professional who can support your learner, check out our Executive Functioning Coaching programs.
In Summary
Generalization of skills is a familiar struggle for parents and teachers of neurodivergent learners; there are many challenges with translating classroom success to real-life situations. Understanding the concept of “failure to generalize” and, more importantly, having a practical roadmap for overcoming is key to helping your learner succeed. From understanding the nuances of response and stimulus generalization to offering a step-by-step guide, it’s important to emphasize intentional planning, varied instruction, and setting goals that prioritize generalization. It’s how we can bridge the gap between classroom achievements and the everyday experiences of our neurodivergent learners.
TL;DR – (Too Long, Didn’t Read)
This article discusses the critical issue of neurodivergent learners struggling to generalize executive functioning skills beyond specific contexts.
It highlights the importance of intentional planning, providing a step-by-step guide for parents, teachers, and coaches.
The step-by-step guide includes strategies such as varying instructions, choosing practical materials, contriving diverse practice opportunities, setting generalization-focused goals, and celebrating natural generalization opportunities.
Additional tips and common mistakes are shared to offer comprehensive support.
In summary, the article underscores the significance of promoting generalization to enhance the overall success of neurodivergent learners in real-life situations.
Further Reading
- ASD Roadmap – Train and Hope
- Brown & Bebko (2012) Generalization, overselectivity, and discrimination in the autism phenotype: A review
- Life Skills Advocate – The Real Life Executive Functioning Workbook (coupon code LSA20 for 20% off)
- Life Skills Advocate – How to Embedding EF skills into Classroom Routines
- Life Skills Advocate – Executive Functioning IEP Goal Resource Hub
- Life Skills Advocate – Executive Functioning Coaching
- May Institute – Generalization