A Study on Effects of Multiple Exemplar Instruction on Derived Intraverbal Responses within Stimuli Equivalence in children with Autism spectrum disorder

Abstract

This study was to investigate effects of the Multiple Examplar Instruction(MEI) on untaught tact as Naming and untaught Intraverbal using stimuli within equivalent relations. 4 and 5 year old children with Autism Spectrum Disorder participated in the study. A multiple baselines across participants with multiple probes design was used. Direct instruction on part of possible stimulus-response relations with the stimulus equivalence relations were delivered in order to establish reinforcement history within that relations. Probe for untaught stimulus-response within the stimulus equivalence relations, derived intraverbal and derived tact as Naming were conducted. The participant showed low level of correct derived responses with the equivalence relations. A MEI was implemented where the participant learned to respond within the equivalence relations a type of relational frame. The participants showed derived intraverbal and tact responses within the frame and generalized the responding to a novel set of stimuli. Possible source for inconsistent responding across stimuli were discussed in term of behavioral cusps and stimulus control.