TRAINED, GENERALIZED, AND COLLATERAL BEHAVIOR CHANGES OF PRESCHOOL CHILDREN RECEIVING GROSS‐MOTOR SKILLS TRAINING

Three preschool children participated in a behavioral training program to improve their gross‐motor skills. Ten target behaviors were measured in the training setting to assess direct effects of the program. Generalization probes for two gross‐motor behaviors, one fine‐motor skill, and two social behaviors were conducted in other settings. Results indicated that the training program improved the gross‐motor skills trained and that improvements sometimes generalized to other settings. Contrary to suggestions in educational literature, the gross‐motor training program did not produce changes in fine‐motor skills or social behaviors. Implications for educators and for the development of the technology of generalization are outlined. 1986 Society for the Experimental Analysis of Behavior