Research Article

The effects of three stimulus-equivalence testing conditions on emergent US geography relations of children diagnosed with autism

  1. Linda A. LeBlanc*,
  2. Caio F. Miguel,
  3. Anne R. Cummings,
  4. Tina R. Goldsmith,
  5. James E. Carr

Article first published online: 23 OCT 2003

DOI: 10.1002/bin.144

Issue

Behavioral Interventions

Behavioral Interventions

Volume 18, Issue 4, pages 279–289, November 2003

Additional Information

How to Cite

LeBlanc, L. A., Miguel, C. F., Cummings, A. R., Goldsmith, T. R. and Carr, J. E. (2003), The effects of three stimulus-equivalence testing conditions on emergent US geography relations of children diagnosed with autism. Behavioral Interventions, 18: 279–289. doi: 10.1002/bin.144

Author Information

  1. Western Michigan University, USA

*Department of Psychology, Western Michigan University, 1903 West Michigan Avenue, Kalamazoo, MI 49008-5439, USA.

Publication History

  1. Issue published online: 23 OCT 2003
  2. Article first published online: 23 OCT 2003

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Abstract

Two children with autism were trained in US geography using a match to sample procedure. Different testing procedures commonly used in stimulus equivalence research were compared, including some conditions with reinforcement for responding to enhance motivation. Both children were able to master the trained geography relations and emergent stimulus relations were also noted. All three testing procedures produced similar effects, suggesting that incorporation of procedures to enhance motivation to respond does not invalidate testing in a stimulus equivalence preparation. Copyright © 2003 John Wiley & Sons, Ltd.

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