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

Walker, Brooke ; Rehfeldt, Ruth ; Ninness, Chris

Journal of Applied Behavior Analysis, Winter 2010, Vol.43(4), pp.615-33 [Peer Reviewed Journal]

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  • Title:
    USING THE STIMULUS EQUIVALENCE PARADIGM TO TEACH COURSE MATERIAL IN AN UNDERGRADUATE REHABILITATION COURSE
  • Author/Creator: Walker, Brooke ; Rehfeldt, Ruth ; Ninness, Chris
  • Language: English
  • Subjects: Concept Formation–Methods ; Humans–Methods ; Students–Methods ; Teaching–Methods ; Universities–Methods ; Young Adult–Methods ; Higher Education ; Mathematical Functions ; Therapists ; Core Curriculum ; Educational Psychology
  • Is Part Of: Journal of Applied Behavior Analysis, Winter 2010, Vol.43(4), pp.615-33
  • Description: 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...
  • Identifier: ISSN: 00218855 ; E-ISSN: 19383703