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Equivalence Based Instruction

  • Chapter
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Incorporating Applied Behavior Analysis into the General Education Classroom

Part of the book series: Springer Texts in Education ((SPTE))

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Abstract

The abstract language-based connections between different items, events, and situations are some of the most complex behaviors that need to be taught. Sidman found an effective way to teach these relations through equivalence-based instruction (EBI). This chapter further describes the structured teaching method of equivalence-based instruction (EBI). EBI expands on the concept of stimulus equivalence: by teaching specific relations, other relations, or skills, will emerge and reduce overall teaching time. EBI is a method of increasing the efficiency of teaching by testing for untrained responses. After introduction of the topic, this chapter provides examples of skills that can be taught using EBI and how EBI programs can be implemented and evaluated.

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Author information

Authors and Affiliations

  1. Behavior Interventions Inc., Philadelphia, USA

    Timothy D. Caldwell

  2. The Chicago School, Chicago, USA

    Laura A. Kruse

Authors
  1. Timothy D. Caldwell
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  2. Laura A. Kruse
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Corresponding author

Correspondence to Timothy D. Caldwell .

Editor information

Editors and Affiliations

  1. The Chicago School, Chicago, IL, USA

    Jennifer Quigley

  2. The Chicago School, Chicago, IL, USA

    Mindy J. Cassano

  3. The Chicago School, Chicago, IL, USA

    Julie A. Ackerlund Brandt

Appendices

Appendix 1: Sample MTS Stimulus Cards

Stimulus Group A—Spoken Words

A diagram has three blocks labeled as bird, dog, and cat, each within double quotation marks.

Stimulus Group B—Pictures

Three pictures of a bird, cat, and a dog.

Stimulus Group C—Written Words

A diagram has three blocks labeled as cat, dog, and bird.

Appendix 2: Sample Stimulus Groups and MTS Train/Test Sequence

Stimulus Groups

A-Spoken word            1-Cat

B-Pictures           2-Dog

C-Written word           3-Bird

Sample Training and Testing Sequence: A-B Relations

Trial type

Sample stimulus

Comparison 1

Left

Comparison 2

Center

Comparison 3

Right

Training

A1

(Spoken—Cat)

B2

(Picture—Dog)

B1

(Picture—Cat)

B3

(Picture—Bird)

Training

A2

(Spoken—Dog)

B3

(Picture—Bird)

B1

(Picture—Cat)

B2

(Picture—Dog)

Training

A3

(Spoken—Bird)

B3

(Picture—Bird)

B2

(Picture—Dog)

B1

(Picture—Cat)

Training

A2

(Spoken—Dog)

B2

(Picture—Dog)

B3

(Picture—Bird)

B1

(Picture—Cat)

Training

A3

(Spoken—Bird)

B2

(Picture—Dog)

B1

(Picture—Cat)

B3

(Picture—Bird)

Training

A1

(Spoken—Cat)

B3

(Picture—Bird)

B1

(Picture—Cat)

B2

(Picture—Dog)

Test

B2

(Picture—Dog)

A2

(Spoken—Dog)

A3

(Spoken—Bird)

A1

(Spoken—Cat)

Test (B-A)

B1

(Picture—Cat)

A3

(Spoken—Bird)

A1

(Spoken—Cat)

A2

(Spoken—Dog)

Test (B-A)

B3

(Picture—Bird)

A1

(Spoken—Cat)

A2

(Spoken—Dog)

A3

(Spoken—Bird)

  1. Correct matching responses are bolded

Sample Training and Testing Sequence: A-C Relations

Trial Type

Sample Stimulus

Comparison 1

Left

Comparison 2

Center

Comparison 3

Right

Training

A1

(Spoken—Cat)

C1

(Written—Cat)

C2

(Written—Dog)

C3

(Written—Bird)

Training

A2

(Spoken—Dog)

C3

(Written—Bird)

C1

(Written—Cat)

C2

(Written—Dog)

Training

A3

(Spoken—Bird)

C2

(Written—Dog)

C3

(Written—Bird)

C1

(Written—Cat)

Training

A2

(Spoken—Dog)

C2

(Written—Dog)

C1

(Written—Cat)

C3

(Written—Bird)

Training

A3

(Spoken—Bird)

C1

(Written—Cat)

C2

(Written—Dog)

C3

(Written—Bird)

Training

A1

(Spoken—Cat)

C3

(Written—Bird)

C1

(Written—Cat)

C2

(Written—Dog)

Test (C-A)

C2

(Written—Dog)

A1

(Spoken—Cat)

A2

(Spoken—Dog)

A3

(Spoken—Bird)

Test (C-A)

C3

(Written—Bird)

A3

(Spoken—Bird)

A2

(Spoken—Dog)

A1

(Spoken—Cat)

Test (C-A)

C1

(Written—Cat)

A1

(Spoken—Cat)

A3

(Spoken—Bird)

A2

(Spoken—Dog)

  1. Correct matching responses are bolded

Sample Testing Sequence: B-C, C-B Relations

Trial Type

Sample Stimulus

Comparison 1

Left

Comparison 2

Center

Comparison 3

Right

Test (B-C)

B1

(Picture—Cat)

C2

(Written—Dog)

C3

(Written—Bird)

C1

(Written—Cat)

Test (B-C)

B2

(Picture—Dog)

C1

(Written—Cat)

C2

(Written—Dog)

C3

(Written—Bird)

Test (B-C)

B3

(Picture—Bird)

C3

(Written—Bird)

C1

(Written—Cat)

C2

(Written—Dog)

Test (C-B)

C2

(Written—Dog)

B2

(Picture—Dog)

B1

(Picture—Cat)

B3

(Picture—Bird)

Test (C-B)

C3

(Written—Bird)

B1

(Picture—Cat)

B3

(Picture—Bird)

B2

(Picture—Dog)

Test (C-B)

C1

(Written—Cat)

B3

(Picture—Bird)

B2

(Picture—Dog)

B1

(Picture—Cat)

  1. Correct matching responses are bolded

Appendix 3: MTS Data Sheet

Trial Type

Sample Stimulus

(List letter and #)

Correct

If Incorrect (List Stimulus Selected)

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

Training or Test

 

Yes No

 

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© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

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Cite this chapter

Caldwell, T.D., Kruse, L.A. (2023). Equivalence Based Instruction. In: Quigley, J., Cassano, M.J., Ackerlund Brandt, J.A. (eds) Incorporating Applied Behavior Analysis into the General Education Classroom. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-35825-8_9

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  • DOI: https://doi.org/10.1007/978-3-031-35825-8_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-35824-1

  • Online ISBN: 978-3-031-35825-8

  • eBook Packages: EducationEducation (R0)

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