Which approach would most effectively promote generalization of a student's executive functioning skills when a reference chart lists required materials?

• A. Increasing cues to support the student
• B. Providing rewards for every correct response
• C. Using a verbal checklist without practice
• D. Decreasing cues to facilitate the student's independent use of the strategy

Answer: (D)

Generalization of executive functioning skills comes from using a strategy independently, not from always relying on prompts. When a reference chart lists the required materials, the student can follow a clear plan, but for this skill to transfer to other tasks and settings, cues need to be faded. By decreasing cues, the student learns to initiate and execute the strategy on their own, which strengthens internal monitoring, organization, and sequencing—that is, the core abilities of executive functioning—across different contexts. If cues are kept high or rewards are given for every correct response, the student remains dependent on prompts or extrinsic motivators, which undermines transfer to new situations. A verbal checklist without practice doesn’t build the procedural fluency needed to apply the plan in real tasks either. So, reducing cues to promote independent use best supports generalization.