Your child's teacher tells you they've been independently raising their hand all week, but at home, they still interrupt every conversation. Or maybe your child solves math problems easily during tutoring but seems completely stuck when it's time for homework.

If you've ever wondered, "Why can my child do it there but not here?" you're not alone. The answer often comes down to something called skill generalization. Understanding skill generalization can help parents better support learning—not just in one place, but in everyday life.

What is skill generalization? 

The May Institute describes generalization as “the ability to complete a task, perform an activity, or display a behavior across settings, with different people, and at different times.” (Harris, n.d.) It goes beyond simply learning a skill – it means knowing when, where, and how to use that skill independently. For example: 

• A student stays in his work area at school and at home

• A child take turns on the playground and while playing a game with her sibling at home

• A student learns to read at school and can also read a restaurant menu

We all use skill generalization to function in everyday life but we don’t all have the same skills mastered in the same settings, with the same people, and at different times. Think of it this way, I learned to drive in my church parking lot but I am also able to safely drive on a one-lane dirt road or a six-lane highway. However, it would be difficult for me to drive in a country where they use the opposite side of the road or for me to maneuver an 18-wheeler. I have not generalized my driving skills to those situations. On the other hand, I learned to read in school but I have generalized the skill of reading and am able to read and comprehend street signs, my vehicle’s manual, and gas prices. 

This is why skill generalization is important – the ultimate goal of learning is using skills in real life, not just during instruction (Carruthers et al., 2020).

Why can generalization be difficult?

Children generalize skills at different rates and in different orders. Research has shown that children with learning differences may find it more challenging to use skills across different environments. Executive functioning challenges, critical and abstract thinking, changing routines, and/or sensory overload can all make it harder to recognize when and how to use a skill independently (Carruthers et al., 2020). Let’s take a look at examples of how these difficulties impact skill generalization:

• Different environments have different expectations. A student may be allowed to shout and run on the playground but be expected to sit quietly in the library. Both environments are part of school, but they have different expectations. 

• They may rely on specific prompts or routines. If a child’s mother says “put on your shoes” every morning before they leave for school, the child may expect someone to tell him to put on his shoes before he leaves any location. He has become dependent on the prompt to know it is time to leave.

• They may not recognize that the same skill applies in a new setting. A student has learned to greet teachers she passes in the hallway at school but when she sees a teacher at the grocery store, she walks right past her. She has not learned to use that skill in multiple settings. Similarly, a child may form letters neatly during handwriting practice but rush through written assignments at school because she doesn’t yet recognize that the same handwriting expectations apply in both situations. 

• Executive functioning challenges can make transferring skills more difficult. A student may pack his backpack at the end of the school day because it is part of his daily routine but he forgets part of his sports equipment every practice. He has learned an organizational skill but hasn’t learned to apply it to different situations. 

It is important to know that every child needs opportunities to generalize skills. Even adults don’t automatically transfer new learning to every situation. Children with autism, ADHD, executive functioning challenges, or learning differences may simply need more intentional practice and support across different environments. Also, remember that this doesn’t mean the child hasn’t learned the skill, they just haven’t learned when and where to use it yet. 

How can parents encourage skill generalization?

Parents can help their child generalize skills in several ways. First, practice skills in different places. When you toilet train a child, you have the child practice using restrooms at home, at stores, at the park, and at Grandma’s house. Similarly, if your child struggles with organization skills, have her practice those skills in her bedroom, in the kitchen, in her locker or desk, and her backpack. Not only do you want your child to practice skills in different locations, but when a skill is being applied in one setting, discuss where else the skill could be used.  

Next, have your child practice skills with different people. Sometimes as parents, we give subtle hints or prompts without even realizing we are doing it. Having your child practice skills with other people can help limit prompt dependency and gain an understanding of the nuances of social interactions. If your child is practicing taking turns, have him practice with siblings, grandparents, teachers, and friends. This helps them learn that the skill can be used for various social situations and it helps them learn the different ways people may ask for a turn. 

Another way parents can help their child with skill generalization is by using different materials. Read different books, use different pencils, and play different games. The goal of generalization is to help children learn that the same skill can be applied in different ways. If I can drink out of a plastic cup at home, I can use that skill to drink out of a glass cup at a restaurant. If I can write my name using a red marker, I can use that skill to write my name with a blue marker. Changing up materials helps build flexibility so children don’t think there is only one way to use a skill they have learned. 

Next, reduce prompts gradually. You don’t want to take away support the first time your child applies a skill. Generalization takes time so prompts should be faded as the child shows consistent independence. For example, if I am teaching my child to say “thank you” when someone gives him something, I might start with the prompt “Say ‘thank you,’” then move to “what do you say?”. Eventually I may just point to the item he has received as a reminder until he starts saying thank you on his own.

Regardless of when and where you practice skills, an important part of skill generalization is consistency. Work with your child’s team of providers to get everyone on the same page. Parents, teachers, therapists, tutors, and other professionals should work on the same skills so the child learns to generalize those skills in various settings with different people (Harris, n.d.) 

Finally, celebrate attempts and progress. Sometimes it is easy to focus on what is perceived as a deficit and fail to see the progress that has been made. Skill generalization takes time and just because your child learned to use one skill across various settings in a set amount of time, doesn’t mean they will learn to generalize all skills in that amount of time (Harris, n.d.; Carruthers et al., 2020). Be intentional about seeking out small wins and celebrating them with your child. 

When should parents be concerned? 

It is normal for all children to need practice transferring skills. However, parents may want to seek additional support if: 

• Skills only occur in one setting.

• Progress disappears outside structured lessons.

• Independence isn't increasing over time.

• The child becomes frustrated when routines change.

Learning a skill is only the beginning. The true goal is helping children use that skill independently in everyday life. Generalization doesn’t happen automatically, it happens through intentional practice across different people, places, materials, and situations. That’s one of the most important ways we help children build confidence and independence. 

Every child learns differently, and every family's journey is unique. If you're looking for academic support, executive functioning coaching, autism or ADHD support, homeschool guidance, or an educational consultation, I'd love to help. Together, we can create practical strategies that help your child build confidence, independence, and skills that last beyond the lesson.

References

Carruthers, S., Pickles, A., Slonims, V., Howlin, P., & Charman, T. (2020). Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism. Autism Research, 13(4), 506–522. https://doi.org/10.1002/aur.2264

Harris, T. J. (n.d.). Generalization. May Institute. https://www.mayinstitute.org/news/acl/asd-and-dd-adult-focused/generalization/