Association for Behavior Analysis International

While research has demonstrated the efficacy of errorless learning, there is often an overreliance on trial-and-error procedures which often result in an increased number of errors and reduction in reinforcement density. Two experiments evaluated the formation of equivalence classes following instruction of conditional discriminations via errorless instruction (delayed prompt) versus trial-and error training (differential reinforcement of correct responses). In both experiments, and across three participants with Autism Spectrum Disorders, the errorless protocol required fewer trials-to-criterion, produced fewer errors, and resulted in more stimulus classes being formed (e.g., Table 1 from Experiment One and Figure 1 from Experiment Two). Experiment Three was conducted to evaluate the formation of equivalence classes following training of the prerequisite relations trial-and-error and an errorless protocol while holding the density of reinforcement constant (e.g., the delivery of reinforcement consistent from one training to the other). The results showed the errorless protocol superior in terms of trials-to-criterion, errors committed and stimulus classes formed. The results are discussed in terms of the role of errors in instruction.

With the ongoing demand for ABA services across the country, the need for well-trained direct staff continues to increase. Employers are tasked with providing comprehensive trainings to a large number of staff with variable skill sets. Equivalence-based instruction is well-established as an efficient technology that results in the emergence of new stimulus-stimulus relations, many without direct training. The current study makes use of equivalence-based instruction to teach direct staff to form four, three-member stimulus classes specific to the basic schedules of reinforcement. The initial conditional discrimination training necessary for the subsequent stimulus class formation was conducted via a Learning Management System. The Learning Management System was an online platform which staff could navigate through independently, receiving programmed feedback. Pilot data for two typically developing adults indicated that the reflexive relations were present at baseline, while the potential symmetrical and transitive relations were not present. It is anticipated that the training of two stimulus-stimulus relations will result in the subsequent emergence of four stimulus-stimulus relations per class. Procedures will be extended to ten direct staff members and stimuli will be presented on an online learning platform. The majority of testing and training phases will be conducted through personalized system of instruction modules in order to minimize trainer time. Statistical analyses will be conducted to determine if a statistically significant increase in accuracy from pre-test to post-test will be demonstrated.