Using stimulus equivalence‐based instruction to teach young children their caregivers' contact information

Comparison of teaching methods for the emergence and maintenance of untaught relations in foreign language vocabulary acquisition: A systematic replication

In a replication of Daly and K. Dounavi (2020), the researchers evaluated the effect of foreign tact and bidirectional intraverbal teaching on the emergence of untaught relations. Three university students learned three stimulus sets through three types of teaching: native-foreign intraverbal teaching (vocalizing Spanish words that refer to a Japanese textual stimulus), foreign-native intraverbal teaching (reversed relation of native-foreign condition), and foreign-tact teaching (tacting a picture in Spanish). The researchers used an adapted alternating-treatments design to assess the differential effect of each teaching condition on the emergence of untaught relations in a foreign language and collected data on response maintenance. The results replicated previous findings that native-foreign intraverbal and foreign-tact teachings were more effective than foreign-native intraverbal teaching despite previous reporting that the maintenance outcomes may be a result of carryover effects.

Promoting the Emergence of Vocational Knowledge through Equivalence-Based Instruction with a Young Adult with Autism

We sought to evaluate the efficacy of an equivalence-based instructional program to teach vocational information to a young adult. This work has the potential to aid in workplace or vocational programming to teach declarative information about employment settings. We directly reinforced a subset of relations [Employee names (A) to job titles (B) (A-B) and a job titles (B) to a job responsibilities (C) (B-C)] and tested for the untrained emergence of other relations [Employee names (A) to job responsibilities (C) (A-C) and job responsibilities (C) to employee names (A) (C-A)]. In a multiple baseline across employment settings, mastery was observed across trained and derived relations with implications for vocational training.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-023-00814-z.