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| Recent Research on Stimulus Equivalence-Based Instruction: Alternate Teaching Procedures and New Content Domains |
| Sunday, May 27, 2018 |
| 4:00 PM–4:50 PM |
| Manchester Grand Hyatt, Harbor Ballroom HI |
| Area: EDC/CSS; Domain: Applied Research |
| Chair: Kenneth F. Reeve (Caldwell University) |
| CE Instructor: Kenneth F. Reeve, Ph.D. |
| Abstract: The three talks in this symposium describe studies in which equivalence-based instruction (EBI) was used to teach academic content and socially relevant skills. In the first study, middle school students receiving EBI learned classes consisting of stimuli related to world religions to a greater extent than students who received a video lecture with a self-instruction workbook. In the second study, college students receiving a stimulus-pairing, yes-no procedure, which is a variation of match-to-sample (MTS), learned classes of logical fallacies to a greater extent than students who received traditional MTS, or those who engaged in self-study. The third study used EBI to teach elementary school children equivalence classes consisting of pictures of materials suitable for recycling, composting, or trash. Class-consistent responding generalized to accurate sorting of actual three-dimensional materials into their respective recycling, composting, or trash bins. These studies extend the procedures that can be used for EBI and the content domains for which EBI is effective. |
| Instruction Level: Intermediate |
| Keyword(s): derived relations, recycling, stimulus equivalence |
| Target Audience: BCBA practitioners and educators |
| Learning Objectives: By the end of this symposium, attendees should be able to describe what traditional instruction with stimulus equivalence-based instruction entails. By the end of this symposium, attendees should be able to describe what the stimulus-pairing, yes-no responding procedure entails. By the end of this symposium, attendees should be able to describe three recent studies that extend the literature on using EBI to teach academic and socially relevant content. |
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Comparing Video Lecture to Equivalence-Based Instruction to Increase Religious Literacy in Middle School Students |
| Daniel M. Ferman (Caldwell University ), Kenneth F. Reeve (Caldwell University), Leif Albright (Caldwell University), Jason C. Vladescu (Caldwell University), ADRIENNE JENNINGS (Caldwell University), Craig H. Domanski (The DATA Group) |
| Abstract: Being familiar with other religions and their practices is referred to as religious literacy (American Academy of Religion, Religion in the Schools Task Force, 2010). Although American children spend a great deal of time in schools, many schools do not teach about world religions. Our study compared equivalence-based instruction (EBI) to a video lecture (Lovett, Rehfeldt, Garcia, & Dunning, 2011) to teach middle-school students five, 6-member equivalence classes representing Judaism, Islam, Christianity, Hinduism, and Buddhism. Class members consisted of (A) religion's name, (B) religion's symbol, (C) sacred text, (D) a notable figure, (E) service leader, and (F) major holy day. Students were randomly assigned to either EBI or video lecture. Participants in the EBI group demonstrated higher levels of correct responding across the vignette, and match-to-sample posttest measures than those in the lecture group. These results show that EBI was a more effective treatment than a video lecture. Educational implications of these results will be discussed. |
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| Comparing Match-to-Sample, Stimulus-Pairing Yes-No Responding, and Self-Study to Teach Equivalence Classes of Logical Fallacies to College Students |
| EMILY GALLANT (Caldwell University), Kenneth F. Reeve (Caldwell University), Sharon A. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University), April N. Kisamore (Caldwell University) |
| Abstract: We compared the effectiveness of traditional match-to-sample (MTS), stimulus-pairing yes-no responding (SPYN), and self-study to teach four, 3-member equivalence classes of logical fallacies to college students. The fallacy classes were ad hominem, circular argument, faulty analogy, and slippery slope. Class members were (A) a description of the fallacy, (B) the fallacy’s name, and (C) 3 vignette exemplars illustrating the fallacy. A pretest-train-posttest design with a between-subjects group comparison was used. Across groups, difference scores for both written and computerized pretests and posttests were compared. Two additional, untrained vignette exemplars were used to assess generalization during computerized testing. Maintenance of written and computerized class-consistent responding was assessed one week after the posttests. Although students in all three groups improved on their scores from pretest to posttest on the written and computerized tests, the results showed a small advantage for the SPYN procedure over both MTS and self-study. These data indicate that the SPYN procedure provides an additional equivalence-based instruction option to effectively teach academic content to advanced learners. |
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| Using Stimulus Equivalence-Based Instruction to Teach Young Children to Sort Recycling, Trash, and Compost Items |
| JUANA BOLANOS (Caldwell University), Kenneth F. Reeve (Caldwell University), Briana Ostrosky (Caldwell University), Sharon A. Reeve (Caldwell University), Tina Sidener (Caldwell University) |
| Abstract: In the present study, three young children were taught classes of stimuli related to trash, recycling, and compost items using equivalence-based instruction (EBI). Three 4-member classes were taught. The three classes were recycling, composting, and trash. Each class consisted of the written word (A), corresponding receptacle symbol (B), color of corresponding receptacle (C), and item pictures (D). All training and testing trials were conducted using match to sample with a binder on a table top. In addition, generalization of class-consistent responding and sorting were programmed for by using multiple exemplars and common stimuli. A multiple-baseline design across participants was used to evaluate the effects of EBI across various emergent relations. All participants formed the equivalence classes and learned to appropriately sort actual three-dimensional items into their respective bins (i.e., trash, recycling, compost). |
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