Abstract
The current study sought to evaluate the efficacy of a stimulus equivalence training procedure in establishing auditory–tactile–visual stimulus classes with 2 children with autism and developmental delays. Participants were exposed to vocal–tactile (A–B) and tactile–picture (B–C) conditional discrimination training and were tested for the emergence of vocal–picture (A–C) and picture–vocal (C–A) responses. The results demonstrated that, following training, both participants responded successfully on both the training stimulus arrangements and the test probes that were never trained, illustrating emergence of cross-modal transitive and equivalence relations.
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Although PEAK is a commercially available curriculum, the necessary details for procedural replication or clinical application of content found within this article are presented in their totality.
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Acknowledgements
This work was completed in partial fulfillment of Stuart Mullen’s master’s of science degree in behavior analysis and therapy in the Rehabilitation Department at Southern Illinois University, Carbondale.
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Second author receives small royalties from sales of the PEAK curriculum.
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All procedures performed in this study were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.
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Informed consent was obtained from all individual participants included in the study.
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Mullen, S., Dixon, M.R., Belisle, J. et al. Establishing auditory-tactile-visual equivalence classes in children with autism and developmental delays. Analysis Verbal Behav 33, 283–289 (2017). https://doi.org/10.1007/s40616-017-0092-8
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DOI: https://doi.org/10.1007/s40616-017-0092-8