Transfer of Training in Behavior Modification Programs: An Evaluative Review

Abstract

A selective review of behavior modification programs, which emphasized procedures for programming transfer of training and response maintenance, was undertaken. The principle focus was to evaluate the effectiveness of generalization techniques utilized with exceptional children and to enumerate several points for maintaining performance in the classroom. The role of self-management skills was also discussed, but it was conlcuded that logistical constraints and motivational impediments present in most special education classrooms prevent the emergence of widespread self-regulatory programming at this time. The most influential factors in programming transfer of training and response maintenance were found to be varying stimulus conditions, parent training, and peer programming.