Ch 19 Equivalence-Based Instruction Flashcards
1 of 3 properties of stimulus equivalence; refers to ability to derive a relationship between two stimuli based on their shared relationships with a third stimulus, even though the individual has never been directly taught that connection
-if directly taught A=B and B=C, then without direct training, learner demonstrates A=C, this untrained relation is _____.
transitivity
when a stimulus acquires the behavioral function of another stimulus through a relational or learned association, even though it has never been directly paired with reinforcement or punishment. this concept is central to RFT , especially when working with language, cognition, and emotional behavior. also relevant in stimulus equivalence.
e.g. child is bit by dog (stimulus A), and develops fear (function=aversive). Later, child learns that word “dog” (stimulus B) refers to the animal. Now, hearing or reading “dog” evokes fear - even though the word itself was never paired with a bite
-used in ACT (Acceptance and Commitment Therapy)
transfer of function
arrangement of instructional trials during teaching in ABA - specifically, how stimuli are presented,how often, and in what sequence. key part of DTT and other structured instruction, and impacts learning, efficiency, generalization, and maintenance
3 types
1.massed trials= same target presented repeatedly in quick succession; promotes acquisition
- intermixed/distributed trials=target presented with other mastered or different targets; promotes discrimination and generalization
- random rotation=targets presented in unpredictable order; tests true stimulus control and ensures learner is responding to correct SD
training structure
1 of 3 properties of stimulus equivalence; when learner demonstrates that if A=B, then they also understand that B=A, without direct training.
-shows learner can reverse learned associations
if taught A (pic of cat)->B (word cat), and without direct training demonstrates B (word cat)-> A (pic of cat), this reversal of the trained relation is _____.
symmetry
when a learner demonstrates untrained relationships between stimuli after being directly taught only some of the relationships. shows the learner is able to form classes or categories of stimuli and respond to them interchangeably. critical skill for language and cognitive development.
-shows learner can generalize and relate symbols, words, and objects
-important in concept formation, reading, language, academic skills
-used in RFT and verbal behavior programs
3 types- reflexivity, symmetry, transitivity. if learner demonstrates all 3, the stimuli form an equivalence class.
stimulus equivalence
different forms or patterns of stimulus control that can influence behavior based on the type of arrangement of stimuli present. it’s about the different ways stimuli can exert control over behavior, depending on howthey are presented, related, or responded to.
e.g.
1. Simple Discrimination
*Behavior is under the control of a single stimulus.
*Example: A child says “red” when shown a red card.
- Conditional Discrimination
*The correct response depends on two or more stimuli in context.
*Example: A child selects the red circle only when the instruction is “Touch red” and red is one of several colored shapes. - Matching-to-Sample (MTS)
*One stimulus (sample) must be matched to one of several comparison stimuli.
*Often involves conditional discrimination. - Multiple Stimulus Control
*Behavior is controlled by more than one stimulus dimension (e.g., color and shape).
*Example: A child responds only when the stimulus is a red square—not just any red object or any square. - Verbal Stimulus Control
*A response is controlled by verbal cues, often seen in mands, tacts, and intraverbals.
stimulus-control topographies
method used to assess whether learner can derive more complex, untrained relations such as symmetry and transitivity, after being taught only basic pairings.
-to determine whether learner can form equivalence classes
simple-to-complex testing protocol
when a behavior is emitted in presence of one specific stimulus (SD) and not in the presence of other stimuli. involves a single stimulus that reliably signals reinforcement is available, and the learner learns to discriminate that stimulus from others.
-teaches learner to respond appropriately to specific cues
e.g. red card->learner is asked “what color?”-> says “red”-> reinforced
simple discrimination
1 of 3 properties of stimulus equivalence; learner’s ability to match a stimulus to itself without any prior training.
-if learner is shown stimulus A, they can select A from an array of stimuli; A=A, also known as identity matching.
e.g. child is shown picture of cat and presented with an array that includes the same picture of cat, a dog, and a bird. the child selects the identical cat picture. _____ is demonstrated.
reflexivity
stimulus that shares trained or derived relations with 2+ other stimuli and serves as a bridge in the stimulus network.
e.g.you train
A1=B1
B1=C1
C1=D1
B1 and C1 are _____. A1 and D1 are connected only through B1 and C1. If a learner relates A1 to D1 they are doing so through the _____-B1 and C1.
nodal stimulus (node)
a teaching and testing method where learner must match sample stimulus to the correct choice from comparison stimuli. teaches discrimination, receptive language, concept formation, stimulus equivalence
e.g. matching word “dog” to a picture ofa. dog
matching a picture of a tiger to a lion (both are animals; matching based on shared features or concepts)
matching identical pictures of apples.
matching-to-sample procedure
set of behaviors that share a common functional pattern, where r+ is delivered for engaging in the class of behavior, not any single specific response. way to promote generalization
e.g. learner is reinforced for imitating any modeled behavior (R+ is based on imitating any modeled behavior)
learner is reinforced for matching any sample stimulus to a comparison stimulus (R+ is based on correct matching bx)
learner is reinforced for responding correctly to novel instructions, not just one command
higher-order operant class
teaching procedure used to promote novel word learning or stimulus discrimination by relying on the learner’s ability to exclude known incorrect options and select a novel stimulus when presented with both familiar and unfamiliar stimuli; used in receptive language instruction and AAC
e.g. teacher says “touch blicket”-> stimuli shown- ball, car, and new object. learner knows ball and car so she doesn’t choose those and, selects the novel object.
exclusion
checks whether a learner has formed a stimulus equivalence class by demonstrating reflexivity, symmetry, and transitivity without direct teaching. (if learner forms all 3, stimuli are considered to form a/an __________)
-reveals learner’s ability to generalize and derive new relations, a marker of concept formation and symbolic learning
procedure:
1. teach basic relations
e.g. A->B, and B->C
- test for derived relations
e.g. reflexivity A->A, B->B, C->C
symmetry B->A, C->B
transitivity A->C
equivalence C->A
equivalence test
when a learner demonstrates derived stimulus relations (reflexivity, symmetry, transitivity), allowing them to treat different but related stimuli as functionally equivalent. teaches language and symbolic understanding.
if learner responds correctly to all tested relations, the stimuli _____ a/an _________.
equivalence-class formation
new, untaught associations between stimuli a learner demonstrates without direct instruction, after learning a set of trained relations
e.g. after being taught direct relations like A->B and B->C, the following _______ may appear:
reflexivity A=A ; matching a stimulus to itself
symmetry if A=B, then B=A
transitivity if A=B and B=C, then A=C
equivalence if A=C and C=A
emergent stimulus relations
emergent=not directly taught, but demonstrates them anyway
new untaught relationships between stimuli that a learner demonstrates based on previously learned relations
e.g. trained: A=B and B=C, and you form the connection that A=C and C=A
you’re told A>B and B>C, and you realize A>C (combinatorial entailment)
derived stimulus relations
derived=learner has not been directly taught
when a third stimulus or cue tells learner how to interpret or relate 2+ other stimuli. essential for conditional discrimination, relational learning, and development of complex language and reasoning.
-the correct response depends on an additional cue that alters the meaning of the SD
e.g. “A is more than B”. “more than” provides ____ over how A and B are related.
other RFT examples: “before” “is the same as” “opposite of”
contextual control
the relationship between a stimulus and response is influenced by a second stimulus that provides context; one stimulus modifies the function of another
e.g. “touch red” vs “touch square” stimuli: red circle, red square, blue square. learner must shift attention to the shape or color.
conditional discrimination
reinforcement delivered based on a specific class of responses, rather than individual responses. strengthens a response class (a group of bxs that share same fx) by reinforcing any bx within that class
e.g. saying “can you help me?”, signing “help”, and pressing “help” on AAC all result in access to help since all the bxs belong to the “asking for help” class
-promotes generalization, response variability, functional communication
class-specific reinforcement
process by which 2+ stimulus classes combine due to shared or overlapping elements
e.g. child learns that thumbs up and saying “well done both mean “good job”. eventually, child responds to either one as praise.
learner is taught to sort red apples with other apples and red shirts with other shirts. then is taught that red things belong together. learner starts grouping together red apples and shirts as the same class (red items) even though they were initially categorized by object type.
child is taught A=spoken “dog”, B=picture of dog, C=written word dog. eventually, A, B, and C all form one stimulus class and evoke the same response
class merger
when new stimuli are added to an already established stimulus class, and learner treats them as members of that class without direct teaching for each new stimulus.
-often occurs through stimulus generalization and shows the class is open, meaning it can expand as new exemplars are introduced.
e.g. animal category- child is taught that dogs, cats, and birds are animals. a horse is shown and child callis it an animal, even without being taught.
functional class- child is taught to label chair, stool and couch as things you sit on. they see a beanbag and say “you can sit on that”
colors (feature-based class)
learner is taught to identify firetruck, apple, and stop sign as “red”. they see a red backpack and label it as “red” without direct instruction
class expansion
a discrimination is ______ when a learner must attend to 2+ stimuli, and the correct response varies depending on the combination.
conditional
