Classroom applications of stimulus equivalence technology

We review basic concepts and methods of stimulus equivalence research and suggest applications in teaching rudimentary language arts skills in the classroom. We describe methods of establishing equivalence-based networks of matching-to-sample, writing, and naming performances. The methods may be used as a supplement to classroom instruction to assess whether standard curriculum-based approaches establish such integrated networks. Methods derived from equivalence research may be useful for remediation when traditional teaching approaches fail. Recent research suggests that direct focus on spelling performances may be required if entire networks of language arts skills are to be acquired. In addition, the equivalence relations themselves may require concentrated teaching in some children.     

Extending sequence-class membership with matching to sample

Three normal adults were first trained to point sequentially to each member of several pairs of visual stimuli. This baseline training established one class of stimuli to which subjects responded first, and another class of stimuli to which they responded second. Then, in a matching-to-sample procedure, baseline-sequence stimuli served as samples and new visual stimuli served as comparisons. Subjects were trained to choose one group of new comparisons when the sample was a "first" stimulus from the sequence baseline, and to choose the other new comparison stimuli when the sample was a "second" from the sequence baseline. When the new stimuli were then presented as pairs in the posttest, two subjects pointed to them in sequences predictable on the basis of the stimulus-class membership established during matching to sample. The failure of one subject to demonstrate sequential transfer was shown to be a consequence of the failure of the matching-to-sample procedure to establish stimulus classes. The production of sequences that were not directly trained suggested an empirical approach to the analysis of simple grammatical behavior.     

CONSTRUCTED-RESPONSE MATCHING TO SAMPLE AND SPELLING INSTRUCTION

The development of interactive programmed instruction using a microcomputer as a teaching machine is described. The program applied a constructed-response matching-to-sample procedure to computer-assisted spelling instruction and review. On each trial, subjects were presented with a sample stimulus and a choice pool consisting of 10 individual letters. In initial training, sample stimuli were arrays of letters, and subjects were taught to construct identical arrays by touching the matching letters in the choice pool. After generalized constructed-response identity matching was established, pictures (line drawings) of common objects were presented as samples. At first, correct spelling was prompted by also presenting the printed name to be “copied” via identity matching; then the prompts were faded out. The program was implemented with 2 mentally retarded individuals. Assessment trials determined appropriate words for training. Correct spelling was established via the prompt-fading procedure; training trials were interspersed among baseline trials that reviewed and maintained spelling of previously learned words. As new words were learned, they were added to a cumulative baseline to generate an individualized review and practice battery for each subject.