Abstract
We review basic concepts and methods of stimulus equivalence research and suggest applications in teaching rudimentary language arts skills in the classroom. We describe methods of establishing equivalence-based networks of matching-to-sample, writing, and naming performances. The methods may be used as a supplement to classroom instruction to assess whether standard curriculum-based approaches establish such integrated networks. Methods derived from equivalence research may be useful for remediation when traditional teaching approaches fail. Recent research suggests that direct focus on spelling performances may be required if entire networks of language arts skills are to be acquired. In addition, the equivalence relations themselves may require concentrated teaching in some children.
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Stromer, R., Mackay, H.A. & Stoddard, L.T. Classroom applications of stimulus equivalence technology. J Behav Educ 2, 225–256 (1992). https://doi.org/10.1007/BF00948817
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DOI: https://doi.org/10.1007/BF00948817