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| Procedural Variations for the Establishment of Stimulus Control and the Formation of Equivalence Classes |
| Monday, May 25, 2020 |
| 12:00 PM–12:50 PM |
| Virtual |
| Area: EAB/AUT; Domain: Translational |
| Chair: Danielle LaFrance (H.O.P.E. Consulting, LLC and Endicott College) |
| CE Instructor: Danielle LaFrance, M.S. |
| Abstract: This symposium includes three talks describing procedural variations for the establishment of stimulus control and equivalence classes. The first talk describes an applied go/no-go procedure to establish simple discriminative control over selection responses in two children with autism. The second study describes an alternative method for the establishment of conditional relations between auditory-visual stimuli involving a go/no-go procedure with successive matching. Finally, the third study explored a specific parameter of matching-to-sample training in which the incorrect trial was repeated, suggesting that such procedure enhances maintenance of skills. Overall, these data have directly implications for both basic research and clinical practice |
| Target Audience: Researchers and clinicians |
| Learning Objectives: 1. Participants will learn how to implement and go/no go procedure to establish simple discriminations 2. Participants will learn about the effects of repeating the incorrect trial during establishment and maintenance of equivalence classes 3. Participants will learn how conditional relations may be established via successive MTS |
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Using a Go/No-Go Procedure to Teach Simple Discrimination to Learners With Autism |
| JOYCE TU (Easterseals of Southern California), Vanessa Yip (Easterseals of Southern California) |
| Abstract: The current study investigated the conditions necessary for stimulus to acquire control of skill acquisition. Two learners diagnosed with autism, ages 7 and 9, both with long history of little to zero rate of skill acquisition in their ABA programs. Skinner’s (1938) successive method, “Go and no-go” stimulus control training was used to teach pre-mand training with the Picture Exchange Communication System (PECS). The successive method was then followed by “Go-right/go-left successive procedure” developed by Harrison (1984), and then Go-right/go-left with simultaneous stimulus presentation (Harlow, 1950). The results show that participants acquired initial discrimination of PECS icons in approximately 88 sessions and maintained the skills 3 months after the introduction of first discrimination method. |
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| An Evaluation of Successive Matching-to-Sample in the Establishment of Emergent Stimulus Relations |
| ROBBIE HANSON (Endicott College), Karina Zhelezoglo (California State University, Sacramento), Jillian Christine Sordello (California State University, Sacramento), Vanessa Lee (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Conditional discrimination and the ability to respond conditionally to both auditory and visual stimuli are important prerequisites for a variety of skills. Matching-to-sample (MTS) procedures have been commonly used to teach conditional relations among stimuli and test for the emergence of equivalence classes. However, some individuals may lack necessary prerequisite skills to be successful with these procedures. An effective alternative is the successive matching-to-sample (S-MTS) that includes the presentation of a sample stimulus, followed by one comparison stimulus in the sample’s place. Participants are required to either touch or refrain from touching related and unrelated comparisons. Previous research has shown success with S-MTS procedures utilizing a “go” and “no-go” response requirement for visual-visual conditional relations only. In our study, eight college students learned conditional relations between auditory-visual stimuli and passed equivalence classes via S-MTS using a multiple-baseline across participants design. Participants are currently being assessed on auditory relations only. These results validate the utility of the procedure for both research and practice. |
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Effects of Repeating or Not Repeating a Trial When Errors Occur During Training of Equivalence Classes in Adults of Typical Development |
| Danielle Marceca (Caldwell University), Kenneth F. Reeve (Caldwell University), CHRISTOPHER COLASURDO (Caldwell University), Sharon A. Reeve (Caldwell University), Meghan Deshais (Caldwell University) |
| Abstract: To train baseline relations during equivalence class formation, match-to-sample (MTS) is commonly used. When an error occurs during training, feedback is provided but an opportunity to immediately respond a second time to the same trial following an error is typically not provided in studies with advanced learners. Although some equivalence studies within the literature incorporated the procedure of immediately repeating an incorrect trial during baseline, none has compared this to not repeating a trial when an error occurs. The present study made such a comparison. Two different sets of two 4-member equivalence classes of abstract stimuli were established with adults of typical development. Results showed that classes were established with similar accuracy, duration, and number of trials regardless of whether incorrect trials were repeated immediately following an error or not repeated. However, maintenance tests showed that the classes from the repeating a trial condition maintained at higher levels than those from the not repeating a trial condition. A social validity survey indicated that participants strongly preferred the repeating a trial condition. The implications of these results may provide clinicians with an alternative way to use stimulus equivalence-based instruction to facilitate maintenance of classes. |
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