Establishing auditory-tactile-visual equivalence classes in children with autism and developmental delays

摘要

The current study sought to evaluate the efficacy of a stimulus equivalence training procedure in establishing auditory–tactile–visual stimulus classes with 2 children with autism and developmental delays. Participants were exposed to vocal–tactile (A–B) and tactile–picture (B–C) conditional discrimination training and were tested for the emergence of vocal–picture (A–C) and picture–vocal (C–A) responses. The results demonstrated that, following training, both participants responded successfully on both the training stimulus arrangements and the test probes that were never trained, illustrating emergence of cross-modal transitive and equivalence relations.