Equivalence Classes in Individuals With Minimal Verbal Repertoires

Abstract

Studies from two different laboratories tested for equivalence classes in individuals with severe mental retardation and minimal verbal repertoires. In the first study, 3 individuals learned several matching-to-sample performances: matching picture comparison stimuli to dictated-word sample stimuli (AB), matching those same pictures to printed letter samples (CB), and also matching the pictures to nonrepresentative forms (DB). On subsequent tests, all individuals immediately displayed Emergent Relations AC, AD, BC, BD, CD, and DC, together constituting a positive demonstration of equivalence (as defined by Sidman). The second study obtained a positive equivalence test outcome in 1 of 2 individuals with similarly minimal verbal repertoires. Taken together, these studies call into question previous assertions that equivalence classes are demonstrable only in individuals with well-developed language repertoires.

Reversal Learning Set and Functional Equivalence in Children with and Without Autism

“…For example, we recently reported a study that demonstrated stimulus equivalence according to the criteria outlined by Sidman and Tailby (1982) in persons with minimal verbal ability (Carr, Wilkinson, Blackman, & Mcilvane, 2000). To our knowledge, no one has yet studied the potential of humans who lack verbal abilities and extensive discrimination training experience to form functional stimulus classes.…”

Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad

“…On the one hand, there are reports of equivalence emerging without naming (Carr, Wilkinson, Blackman, & McIlvane, 2000;Lazar, Davis-Lang, & Sanchez, 1984;Luciano, Gómez-Becerra, & Rodríguez-Valverde, 2007;O'Donnell & Saunders, 2003;Sidman & Tailby, 1982). And on the other hand, some authors have questioned those results, claiming that naming is necessary for equivalence to emerge (Carp & Petursdottir, 2015;Horne, Hughes, & Lowe, 2006;Horne, Lowe, & Randle, 2004;Lowe, Horne, Harris, & Randle, 2002).…”

“…Other research has assessed the linguistic conditions under which equivalence relations may emerge (De Alcântara Gil, de Oliveira, & McIlvane, 2011;Carr et al, 2000;Devany, Hayes, & Nelson, 1986;Peláez, Gewirtz, Sanchez, & Mahabir, 2000). One of those studies (Devany et al,1986) evaluated the relationship between the level of linguistic development and the establishment of equivalence relations.…”

“…In another study, Carr et al (2000) carried out two experiments in order to evaluate the possible emergence of equivalence relations in participants with minimal verbal repertoires. In the first experiment, three participants between 13 and 21 years of age with profound intellectual disabilities that precluded the ability to name were trained in six SMTS tasks and then were tested on the emergence of equivalence.…”

“…They reported that only one of those participants passed the tests. Carr et al (2000) concluded that since the majority of their participants were able to pass the test without naming the stimuli, the question arises as to whether the emergence of equivalence classes can only be found in individuals with well-established naming behavior. They observed that it is necessary to test individuals who have no kind of expressive linguistic skills in order to conclude whether or not naming are required.…”