How does PALS address the generalization and maintenance of children’s gains?
1) Through effective sequential programming. Skills are only introduced when they will be required by subsequent programs, or by current real-world environments. 2) Instruction in real world settings. Skills are practiced in the settings where they are actually used and required (schools, barber shops, parks, restaurants). 3) Naturalization of controlling contingencies. Children are gradually transitioned from continuous and rich reward systems as preschoolers, to delayed reward and avoidance systems as kindergarteners.
