USING THE STIMULUS EQUIVALENCE PARADIGM TO TEACH COURSE MATERIAL IN AN UNDERGRADUATE REHABILITATION COURSE

In 2 experiments, we examined whether the stimulus equivalence instructional paradigm could be used to teach relations among names, definitions causes and common treatments for disabilities using a selection-based intraverbal training format Participants were pre and posttested on vocal intraverbal relations and were trained using multiple-choice worksheets in which selection-based intraverbal relations were taught and feedback was delivered until mastery Most participants in Experiment 1 showed the emergence of vocal intraverbal relations but responding did not generalize to final written intraverbal tests Participants in Experiment 2 showed the emergence of not only vocal intraverbal relations but also written intraverbal relations on final tests Results suggest that the stimulus equivalence paradigm can be effectively implemented using a selection-based intraverbal training format, the protocol may be an effective means of emphasizing Important concepts in a college course and emergent skills may generalize to novel response topographies