ABSTRACT

The purpose of this study was to investigate whether the Multiple Examplar Instruction(MEI) induced untaught reading responses and number concept responses. These untaught target responses were induced within a stimulus class which showed stimulus equivalence relation. A participant was a first grader with developmental disabilities in an elementary school. The participant exhibited developmental disabilities including language delays. She tacted over 400 objects and pictures, placed number cards in a right order. She worked on early reading skills and number skills. 3 types of stimulus were used for reading responses and number concept responses during MEI and pre- and post-probes: picture cards, corresponding written words, words read vocally for reading and number cards, picture cards with an amount of a number shown and spoken ordinal numbers for number concepts. A multiple probe design was used in this study. First, direct instruction on some of possible stimulus-response relations within the stimulus equivalence relations were delivered in order to establish reinforcement history within that relations. Then, probe for untaught stimulus-response within the same stimulus equivalence relations 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 as a type of relational frame. The Participant showed target derived responses within the stimulus equivalence relations during the Post-MEI probe and generalized the derived responding to a novel set of stimuli.

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