How should these aspects be programmed into academic

Reference no: EM133386357

Question: Stokes & Baer lay out a number of strategies that can be used to increase the probability that a skill will generalize. How should these aspects be programmed into academic and behavioral intervention plans? Can you say that a specific program (either behavior deceleration or increase) is effective if the skill does not generalize in meaningful, untrained contexts?

Reference no: EM133386357

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