Transfer of stimulus function (TSF) involves the acquisition of an untaught response to a stimulus which previously evoked only a single taught response. We tested the effects of multiple exemplar instruction on the TSF across vocal and written spelling responses of 3 elementary students with autism. Participants were taught to spell 4 words (Set 1) either vocally or graphically. Untaught responses were probed. Then, participants were taught to spell 4 different words (Set 2) in the opposite topography. Following mastery, untaught responses to Set 1 were again probed. Finally, 4 novel words (Set 3) were taught in a single-response-topography (saying or writing) and the untaught topography was probed. Results showed correct untaught responses to Set 1 words and eme rgence of set 4.
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