Controlling Relations in Stimulus Equivalence Classes of Preschool Children and Individuals with Down Syndrome
Department of Psychiatry; Shriver Center; Intellectual and Developmental Disabilities Research Center
Experimental Analysis of Behavior | Psychiatry | Psychiatry and Psychology
We evaluated emergent stimulus-stimulus relations after two different training procedures. Participants were five typically developing preschool children and three individuals with Down Syndrome. Experiment 1 used two-comparison matching to sample (MTS) to establish AB and BC relations. Experiment 2 used two-comparison and blank-comparison MTS, each on 50% of training trials to establish AB and BC relations. In both experiments, tests for emergent relations (AC, CA) were conducted to assess equivalence class formation. In Experiment 2 subsequently, class expansion was assessed after CD training. All participants showed positive equivalence test outcomes. Seven showed class expansion. After class formation tests in both studies, probe tests were conducted for select and reject relations in baseline relations. Initial results were somewhat variable, but became more consistent after class expansion.
DOI of Published Version
Grisante PC, de Rose JC, McIlvane WJ. Controlling Relations in Stimulus Equivalence Classes of Preschool Children and Individuals with Down Syndrome. Psychol Rec. 2014 Jun 1;64(2):195-208. PubMed PMID: 25045185; PubMed Central PMCID: PMC4096933. Link to article on publisher's site
The Psychological record
Grisante PC, de Rose JC, McIlvane WJ. (2014). Controlling Relations in Stimulus Equivalence Classes of Preschool Children and Individuals with Down Syndrome. Psychiatry Publications. https://doi.org/10.1007/s40732-014-0021-3. Retrieved from https://escholarship.umassmed.edu/psych_pp/666