Acquisition of social, problem-solving, and self-determination skills is only half of the battle that instructors face. Explain the three set of strategies that may be used to promote generalization social, problem-solving, and self-determination skills

Question

What will be an ideal response?

Answer 1

Three set of strategies include:
(i) Antecedent strategies—strategies introduced during the teaching of skill. By using antecedent strategies during instruction, teachers are incorporating environmental factors that may prompt or maintain the use of the social skill outside the teaching setting. The first antecedent strategy, program common stimuli, uses a predominant factor or a salient stimulus that is common to both the instructional setting and a generalization setting. The second antecedent strategy used to facilitate generalization is sufficient exemplars. This strategy incorporates the teaching of several examples using the same direct teaching procedures, so generalization of social skills to new settings and new situations and responses can occur.
(ii) Setting strategies—involves an intervention that is implemented whenever the skills are desired. This strategy, sequential modification, is a tactic of planning a social skills program in every condition (i.e., across people, setting, or situation) in which generalization is desired.
(iii) Consequence strategies—generalization strategies dealing with the reinforcement of skill behaviors in the natural setting (outside the instructional setting). The reinforcement or punishment (i.e., consequences) of the skill directly relates to the continued use of skills. One consequence strategy introduces natural, maintaining contingencies. This strategy deals with the use of people (or outcomes), who may reinforce the student for appropriate use of the social skill in the natural environment. A second is the use of reinforcement to maintain a skill in any environment. And a third consequence strategy is the train-to-generalize strategy. This strategy can be described as a systematic use of instruction to facilitate generalization. A teacher can tell the student about generalization, model the generalized use of the social skill, and ask the student to use the skill.