Establishing Derived Equivalence Relations of Basic Geography Skills in Children with Autism

摘要

The present study evaluated the efficacy of a stimulus-equivalence training procedure in teaching basic geography skills to two children with autism. The procedures were taken directly from a standardized training curriculum based in stimulus equivalence theory called Promoting the Emergence of Advanced Knowledge Equivalence Module (PEAK-E). Results suggest that the procedures were efficacious in directly training several geographical relations, as well as promoting the derivation of several untrained relations for three countries and their corresponding continents. In addition, responding generalized from selecting countries on a tabletop paper map to selecting countries on an interactive touchscreen map.