Equivalence‐based instruction of academic skills: Application to adolescents with autism

Stanley, Caleb R.; Belisle, Jordan; Dixon, Mark R.

doi:10.1002/jaba.446

Cited by 23 publications

(8 citation statements)

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“…Even though MTS procedures are common practice for establishing both auditory–visual and visual–visual relations (i.e., listener behavior) in both research and practice (e.g., Lovett et al, 2011; Stanley et al, 2018), MTS presentations may be limited in their generality across modalities, such as with the use of auditory stimuli. For example, as previously noted, a typical MTS trial includes the simultaneous presentation of two or more comparisons.…”

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The establishment of auditory equivalence classes with a go/no‐go successive matching‐to‐sample procedure

Hanson

Miguel

2021

J Exper Analysis Behavior

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The go/no-go successive matching-to-sample (S-MTS) procedure involves the presentation of a sample followed by one comparison in the same location. Participants are required to either touch (go) or refrain from touching (no-go) related and unrelated comparisons, respectively. One advantage of S-MTS is that both sample and comparisons can be auditory. Thus, the purpose of Experiment 1 was to establish three 3-member auditory equivalence classes using familiar dictated words. After training AB and AC relations, 16 out of 16 participants met emergence criterion for symmetry (BA/CA), 12 out of 16 for transitivity/equivalence (BC/CB), and 9 out of 16 for intraverbals, for which testing involved vocalizing relations among auditory stimuli. The purpose of Experiment 2 was to assess the potential influence of stimulus topography on equivalence class formation and the emergence of intraverbal behavior. After training AB and AC relations with unfamiliar stimuli, 16 out of 16 participants met emergence criterion for symmetry (BA/CA), 13 out of 16 for transitivity/equivalence (BC/CB), and 8 out of 16 for intraverbals. Results suggest that the S-MTS procedure may serve as an alternative to simultaneous MTS in the development of auditory equivalence classes.

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The establishment of auditory equivalence classes with a go/no‐go successive matching‐to‐sample procedure

Hanson

Miguel

2021

J Exper Analysis Behavior

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“…These and other EBI procedures similar to Lynch and Cuvo (1995) have been applied to different populations, such as individuals diagnosed with disabilities (e.g., Rehfeldt et al, 2003; Stanley et al, 2018), elementary school children (e.g., Verdun et al, 2020), college students (e.g., Fienup et al, 2010; Ninness et al, 2006, 2009) and across different content areas such as research and design analysis (e.g., Albright et al, 2015), training instructors to teach (e.g., Cariveau et al, 2019), mathematics (e.g., Verdun et al, 2020; Ninness et al, 2006, 2009), and piano skills (e.g., Griffith et al, 2018). Further, systematic reviews (Rehfeldt, 2011) and meta‐analyses (Brodsky & Fienup, 2018) have documented the effectiveness of this pedagogy in reliably producing logical inferences with educational content.…”

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Arranging peer‐tutoring instruction to promote inference‐making

Verdun

Fienup

Chiasson

et al. 2021

J of App Behav Analysis

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Peer‐mediated instructional strategies (e.g., peer tutoring) have been effective at teaching academic responses in previous research. This study extended the literature by programming for inference‐making, or derived relations. Across two experiments, researchers investigated the use of peer tutoring and inference‐making to teach fraction‐pictogram‐percentage relations to 8 third‐grade participants. In each experiment, participants served as both tutors and tutees in homogenous, reciprocal tutoring sessions. In Experiment 1, one tutor taught fraction (A)‐pictogram (B) relations and the other tutor taught percentage (C)‐pictogram (B) relations. In Experiment 2, each tutor taught one half of each of the relations. Results of both experiments demonstrated that the tutors learned all relations they taught, the tutees learned all relations they were taught, and all participants derived equivalence relations and demonstrated transfer of functions for comparative relations. A comparison of the two experiments suggests instructors should consider the difficulty of training relations when they design peer‐tutoring instruction that engineers inference‐making.

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“…Later, the term “equivalence-based instruction” (EBI) has been used (Fienup, Covey, & Critchfield, 2010 ). Examples of procedures based on stimulus-equivalence technology or EBI are summarized as follows: (1) establishing different skills in college students, such as (a) neuroanatomy (Fienup et al, 2010 ; Fienup, Mylan, Brodsky, & Pytte, 2016 ; Pytte & Fienup, 2012 ; Reyes-Giordano & Fienup, 2015 ), (b) statistical inference (Critchfield & Fienup, 2010 ; Fields et al, 2009 ; Fienup & Critchfield, 2010 , 2011 ; Fienup, Critchfield, & Covey, 2009 ), (c) trigonometric relations (Ninness et al, 2009 ), and (d) intraverbals (Walker, Rehfeldt, & Ninness, 2010 ); (2) establishing different skills in adults with brain injury (e.g., Cowley, Green, & Braunling-McMorrow, 1992 ; Guercio, Podolska-Schroeder, & Rehfeldt, 2004 ); (3) establishing different skills in typically developing children (Lynch & Cuvo, 1995 ); (4) establishing different skills in people with autism spectrum disorder (ASD; e.g., Arntzen, Halstadtro, Bjerke, & Halstadtro, 2010 ; Arntzen, Halstadtro, Bjerke, Wittner, & Kristiansen, 2014 ; Stanley, Belisle, & Dixon, 2018 ).…”

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Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content

Arntzen

Eilertsen

2020

Perspect Behav Sci

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Twenty-two adult participants, assigned to three conditions, were trained nutrition knowledge (i.e., carbohydrate values) for different food items. In a stimulus sorting test, the participants were asked to sort stimuli (names of food items) into one of three different ranges of carbohydrate values ("less than 20", "20–40", "more than 40" gram per 100 gram). Conditional-discrimination training and testing followed the sorting test, and finally, a postclass formation sorting test of the stimuli used in the conditional-discrimination training. The conditional-discrimination training used tailored stimuli, that is, the food items that each of the participants categorized incorrectly in the sorting test. Participants exposed to Conditions 1 and 2 were trained on six conditional discriminations and tested for the formation of three 3-member classes. Conditions 2 and 3 had a “don’t know” option together with the three different ranges of carbohydrate values in the sorting for tailoring the stimuli. Participants exposed to Condition 3 trained were trained on 12 conditional discriminations and tested for the formation of three 5-member classes. The main findings showed that all but one of the participants responded correctly on at least one test for equivalence class formation and sorted the stimuli correctly in the postclass formation sorting test.

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Equivalence‐based instruction of academic skills: Application to adolescents with autism

Cited by 23 publications

References 9 publications

The establishment of auditory equivalence classes with a go/no‐go successive matching‐to‐sample procedure

The establishment of auditory equivalence classes with a go/no‐go successive matching‐to‐sample procedure

Arranging peer‐tutoring instruction to promote inference‐making

Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content

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