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Teaching Stimulus-Stimulus Relations to Minimally Verbal Individuals: Reflections on Technology and Future
W J McIlvane1, C J Gerard1, J B Kledaras2
1Shriver Center, University of Massachusetts Medical School, Worcester, MA.
European Journal of Behavior Analysis
|May 12, 2017
Summary
This study explores behavioral technology to teach stimulus-stimulus relations for minimally verbal individuals. It presents data on rapid relational learning and a hypothesis for learning difficulties.
Area of Science:
- Behavioral science
- Developmental psychology
- Special education
Background:
- Minimally verbal individuals often struggle with learning stimulus-stimulus relations.
- Decades of research highlight difficulties in acquiring these relational skills.
- Existing behavioral technology may not be sufficient for all learners.
Purpose of the Study:
- To investigate novel methodological approaches for teaching stimulus-stimulus relations.
- To develop reliable behavioral technology for minimally verbal populations.
- To address protracted difficulties in relational learning.
Main Methods:
- Empirical investigation of rapid relational learning generation.
- Theoretical analysis of methodological approaches over decades.
- Formulation of a testable hypothesis for learning challenges.
Main Results:
- Data suggest the possibility of generating rapid relational learning in some individuals.
- Analysis identifies patterns in methodological investigations with this population.
- A novel hypothesis is proposed to explain unusual learning difficulties.
Conclusions:
- Recent advancements offer promise for teaching complex relations to minimally verbal individuals.
- Understanding the root of learning difficulties is crucial for effective intervention.
- A clear path forward is suggested to resolve persistent learning challenges.
