Equivalence Relations in Children with Developmental Disabilities

Released on by Wendy H. W. Lau
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  • Equivalence Relations in Children with Developmental Disabilities Book Detail

  • Author : Wendy H. W. Lau
  • Release Date : 2011
  • Publisher :
  • Genre : Developmentally disabled children
  • Pages : 208
  • ISBN 13 :
  • File Size : 89,89 MB
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Equivalence Relations in Children with Developmental Disabilities by Wendy H. W. Lau PDF Summary

Book Description: Previous studies investigating the effects of training structure on equivalence class formation have indicated differential probabilities of stimulus equivalence outcome as a function of training structure. In particular, it was found that linear series (LS) training structure is the least effectual compared to many-to-one (MTO) structure and one-to-many (OTM) structure. Less consistent results have been found with the effects of OTM and MTO training on equivalence class formation. Some studies found that the MTO structure is more effective in establishing equivalence classes, while others found that the OTM structure is more effective than, or at least as effective as, the MTO structure. The present study examined differential equivalence outcomes as a function of training structure in six participants with developmental disabilities. Participants first received pretraining on an identity matching task which was designed to teach participants the selection response. Two participants did not acquire this task. The remaining participants proceeded to the equivalence phases; this consisted of an equivalence pretesting phase, an equivalence teaching phase, and an equivalence posttesting phase. However, during the teaching phase the four participants had difficulties acquiring the baseline conditional relations required for equivalence class formation. As a result, procedures of teaching the baseline relations were changed (e.g. prompting procedures and modality of stimuli). After these changes were made, two participants completed the equivalence phases with the first training structure. The remaining two participants did not acquire the baseline relations during the teaching phase with the first training structure. Of the two participants who completed the equivalence phases with the first training structure, one (trained with OTM) demonstrated equivalence class formation, while the other (trained with LS) failed to demonstrate equivalence class formation. These results are discussed with respect to previous research and a discrimination analysis of stimulus equivalence. The effects of the modifications made on the acquisition of the baseline relations are also examined.

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