title: Using the stimulus equivalence paradigm to teach course material in an undergraduate rehabilitation course.
abstract: 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.
authors.affiliation: Southern Illinois University, University, Carbondale, Illinois 62901, USA. rehfeldt@siu.edu
authors.forename: Brooke D
authors.initials: BD
authors.lastname: Walker
authors.forename: Ruth Anne
authors.initials: RA
authors.lastname: Rehfeldt
authors.forename: Chris
authors.initials: C
authors.lastname: Ninness
mesh_terms: D003210:Concept Formation; D006801:Humans; D013334:Students; D013663:Teaching / Q000379:methods*; D014495:Universities; D055815:Young Adult