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

R Stromer, H A Mackay, B Remington
Author Information
  1. R Stromer: Behavioral Sciences Division, Eunjce Kennedy Shriver Center, Waltham, Massachusetts 02254, USA. RStromer@Shriver.org

Abstract

The methods used in Sidman's original studies on equivalence classes provide a framework for analyzing functional verbal behavior. Sidman and others have shown how teaching receptive, name-referent matching may produce rudimentary oral reading and word comprehension skills. Eikeseth and Smith (1992) have extended these findings by showing that children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A stimulus class analysis suggests ways to examine (a) the problem of programming generalization from teaching situations to other environments, (b) the expansion of the repertoires that occur in those settings, and (c) the use of naming to facilitate these forms of generalization. Such research will help to clarify and extend Horne and Lowe's recent (1996) account of the role of verbal behavior in the formation of stimulus classes.

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Grants

  1. HD25995/NICHD NIH HHS
  2. HD32506/NICHD NIH HHS

MeSH Term

Attention
Autistic Disorder
Behavior Therapy
Child
Child, Preschool
Education of Persons with Intellectual Disabilities
Female
Humans
Male
Mental Recall
Paired-Associate Learning
Pattern Recognition, Visual
Reading
Verbal Behavior
Verbal Learning

Word Cloud

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