Abstract
The present study investigated the contribution of equivalence class formation to the emergence of intraverbal relations in two children with Autism Spectrum Disorder. Study 1 evaluated the emergence of intraverbal relations via equivalence-based instruction. After teaching listener relations (AB) and tacts (BC), the emergence of intraverbal relations (AC and CA) was verified. One participant presented the immediate emergence of AC relations, and the other participant presented a pattern of performance that was compatible with delayed emergence. Based on these data, Study 2 evaluated the effect of the presence of equivalence-based instruction on the acquisition of intraverbal relations. The children in Study 1 also participated in Study 2. After teaching listening (AB) and tact (BC) relations, consistent intraverbal relations (e.g., A1C1 and A2C2) and inconsistent intraverbal relations (e.g., A3C4 and A4C3) were trained. Lucia only acquired consistent intraverbal relations. Lucas presented no difference in the acquisition of either type of relation in AC training, and there was a slight difference in the acquisition of CA relations. Based on Lucia's data, it can be concluded that equivalence-based instruction favors the acquisition of new relations. These findings may encourage the application of equivalence formation to other issues with social relevance.
Keywords:
Equivalence; verbal behavior; intraverbal
