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Using Stimulus Equivalence-Based Instruction to Teach Graduate Students in Applied Behavior Analysis to Interpret Operant Functions of Behavior

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Abstract

Stimulus equivalence-based instruction (EBI) was used to teach four, 4-member classes representing functions of behavior to ten graduate students. The classes represented behavior maintained by attention (Class 1), escape (Class 2), access to tangibles (Class 3), and automatic reinforcement (Class 4). Stimuli within each class consisted of a single textual label, and multiple exemplars of textual descriptions, graphical representations, and clinical vignettes. EBI was conducted using custom computer software in a match-to-sample (MTS) format. A pretest-train-posttest design conducted during a single session evaluated performances on computer MTS, written multiple-choice, and oral tests. Scores improved from pretests to posttests on all three tests for all students following EBI. In addition, class-consistent performances maintained 2 weeks after posttests were conducted. These results demonstrated that EBI can be used to effectively teach the functions of behavior and that a MTS teaching protocol administered on a computer can promote the emergence of class-consistent responding to selection-based (i.e., multiple-choice) and topography-based (i.e., oral) tests.

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Author information

Authors and Affiliations

  1. Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Avenue, Caldwell, NJ, 07006, USA

    Leif Albright, Lauren Schnell, Kenneth F. Reeve & Tina M. Sidener

Authors
  1. Leif Albright
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  2. Lauren Schnell
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  3. Kenneth F. Reeve
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  4. Tina M. Sidener
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Corresponding author

Correspondence to Kenneth F. Reeve.

Appendix

Appendix

Sample Questions from Written Multiple-Choice Test Used During Pretests, Posttests, and Maintenance

Please select the correct answer by circling the answer of the answer choice

  1. 1.

    An attention behavior can be described as ——

    1. a.

      Behavior that occurs whenever a parent/staff member stops interacting with the learner.

    2. b.

      Behavior that occurs at relatively high rates regardless of what is going on in the learner’s immediate environment.

    3. c.

      Behavior that occurs when the favorite food, toy or activity of the learner is removed.

    4. d.

      Behavior that occurs when any direction is given to the learner.

  2. 2.

    The description, “The behavior occurs when the favorite food, toy or activity of the learner is removed” best represents which function?

    1. a.

      Automatic reinforcement.

    2. b.

      Demand.

    3. c.

      Tangible.

    4. d.

      Attention.

  3. 3.

    The graph below best represents which function?

    figure a
    1. a.

      Attention.

    2. b.

      Demand.

    3. c.

      Tangible.

    4. d.

      Automatic reinforcement.

  4. 4.

    A tangible function can be best represented by which of the following clinical scenarios?

    1. a.

      Sarah asked whether she could take the car out to see a friend. When her mother said no, Sarah started to cry and slammed her door. Her father decided to give her his car instead. A few days later Sarah asked her parents for extra money for clothes shopping. When they said “no” Sarah started to cry.

    2. b.

      Molly is a new kindergarten student. During playtime she walked into the hallway. The teacher played with her before bringing her back. A few minutes later Molly ran out of the classroom again. The teacher now reports that Molly is running out of the classroom every day.

    3. c.

      Liz’s husband is always pointing out how often she twirls her hair around her finger. Sometimes she doesn’t even realize she’s doing it. This happens at work or home, and doesn’t matter who is around.

    4. d.

      Jackson was so excited to go to the playground with his father. On the way there, the father decided to stop at the grocery store. Jackson wasn’t happy. When they entered, Jackson became increasingly upset. His father immediately grabbed him and ran out of the store. His father has observed that screaming occurs more often when Jackson is doing something he does not like.

  5. 5.

    The following graph is best associated with which description?

    figure b
  6. a.

    The behavior occurs when a direction is given to the learner.

  7. b.

    The behavior occurs whenever parent/staff member stops interacting with the learner.

  8. c.

    The behavior occurs when the favorite food, toy or activity of the learner is removed.

  9. d.

    The behavior occurs at relatively high rates regardless of what is going on in the learner’s immediate environment.

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Albright, L., Schnell, L., Reeve, K.F. et al. Using Stimulus Equivalence-Based Instruction to Teach Graduate Students in Applied Behavior Analysis to Interpret Operant Functions of Behavior. J Behav Educ 25, 290–309 (2016). https://doi.org/10.1007/s10864-016-9249-0

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  • DOI: https://doi.org/10.1007/s10864-016-9249-0

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