Naming, the formation of stimulus classes, and applied behavior analysis

Area of Science:

• Behavioral science
• Psychology
• Applied Behavior Analysis

Background:

• Sidman's work on equivalence classes provides a framework for analyzing functional verbal behavior.
• Previous studies show receptive, name-referent matching can yield basic reading and comprehension skills.
• Eikeseth and Smith (1992) demonstrated that children with autism can form equivalence classes by learning a common oral name for stimuli.

Purpose of the Study:

• To analyze functional verbal behavior using equivalence class methodology.
• To explore how naming facilitates generalization in children with autism.
• To extend the understanding of verbal behavior's role in stimulus class formation.

Main Methods:

• Utilizing Sidman's equivalence class framework.
• Teaching receptive, name-referent matching.
• Analyzing stimulus class formation and generalization in children with autism.

Main Results:

• Equivalence class formation can be achieved by teaching a common oral name.
• This approach may lead to rudimentary oral reading and word comprehension.
• The framework aids in examining generalization and repertoire expansion.

Conclusions:

• Equivalence class analysis is valuable for understanding verbal behavior and generalization.
• Naming plays a crucial role in forming stimulus classes and facilitating learning.
• Further research can clarify the role of verbal behavior in stimulus class development.