Bridging The Gap: Supporting Teachers In Generalizing Effective Classroom Strategies

Authors

• Zachary C. LaBrot, The University of Southern MississippiFollow
• Jordan Etherington, The University of Southern Mississippi
• Brittany Garza, The University of Southern Mississippi
• Margaret Powell, The University of Southern Mississippi

Document Type

Article

Publication Date

1-1-2026

School

Psychology

Abstract

Generalization is the extent to which a skill occurs under a condition different from initial training. The effectiveness of behavioral interventions is often determined by generalized behavior change following the intervention. Likewise, school-based consultation and coaching can be considered effective if these indirect services lead to teachers’ generalizing evidence-based classroom management practices. Despite several decades of research examining the effects of school-based consultation and coaching, the existing literature base tends to overlook strategies to help teachers generalize evidence-based practice use. Consequently, the purpose of this paper is to review practical implications of the extant literature on promoting teachers’ generalized outcomes. Specifically, we summarize the current literature on teachers’ use of the nine generalization strategies delineated by Stokes and Baer (1977), as well as provide specific guidance on feasible and effective strategies teachers can use to generalize classroom practices across times, settings, behaviors, and people.

Publication Title

Preventing School Failure

Recommended Citation

LaBrot, Z., Etherington, J., Garza, B., Powell, M. (2026). Bridging The Gap: Supporting Teachers In Generalizing Effective Classroom Strategies. Preventing School Failure.
Available at: https://aquila.usm.edu/fac_pubs/22149