A child consistently requests a preferred item but only when you are present. What is the MOST appropriate next step to promote generalization?

The most appropriate next step to promote generalization is to systematically fade your presence while the child requests the preferred item. Generalization, in this context, refers to the child’s ability to independently request the item in various settings and with different people, not just when you are present. The current behavior is considered 'restricted' – it only occurs in a specific situation (your presence). Fading involves gradually reducing your support or involvement in the request process. This is a core principle in applied behavior analysis (ABA), a scientifically validated approach to teaching new skills.

The process should begin by moving slightly away from the child while they are making the request. For example, initially, you might stand a few feet away while they request the item. If the request is successful, reinforce the behavior (provide the item and positive praise). Then, gradually increase the distance. Next, you could move to a different part of the room while the child requests. Continue to reinforce successful requests. The goal is to slowly decrease your proximity and involvement until the child consistently requests the item without your presence.

Another crucial aspect of fading is varying the setting. Once the child reliably requests the item when you are not directly present in the initial location, begin practicing in different environments. This could involve moving to another room in the house, then to a different room in a familiar setting like a relative's home, and eventually to less familiar environments like a park or store. Each new setting presents a slightly different context, further promoting generalization.

Finally, involve other individuals. After the child consistently requests the item across various settings without your presence, begin fading yourself out by having other familiar adults (e.g., parents, siblings, caregivers) present. The child should still independently request the item. Gradually, these individuals can become less involved in prompting or reinforcing the request. This ensures the behavior is not reliant on your specific presence or reinforcement style. The entire process should be data-driven; track the child’s success rate in each step to ensure progress and adjust the fading schedule as needed. If the child struggles at any point, briefly increase the level of support before progressing further.