A 16-year old boy with autism was taught music skills using a matching to sample procedure. He was trained and subsequently tested for the formation of four 4-member classes, including different visual music stimuli, and Norwegian and Vietnamese labels for different major and minor chords. Four different stimuli sets were trained both in one-to-many (OTM) and many-to-one (MTO) training structures. Further, we explored if the reaction times to comparison stimuli increased from training to testing. Results showed that the participant formed equivalence classes with music relations. Furthermore, there were small differences only between OTM and MTO with respect to stimulus equivalence responding. The reaction times to comparison stimuli increased from training to testing, and were most pronounced for the equivalence trials.

One young man with autism was trained in botanical skills. He was trained to match different drawings of trees (c), shown with their respective names (a), and tree leaves (b) using a conditional discrimination procedure. The conditional discrimination procedures were arranged as a many-to-one training structure (ac and bc) followed by a test block for equivalence responding. Two different procedural arrangements for training the conditional discriminations-sequential and concurrent presentation of trials-were compared. Furthermore, follow-up tests after 10 and 12 weeks and 8 months were included to test for the stability of derived relations. The participant showed responding in accordance with equivalence with 4 different stimulus sets following conditional discrimination training on both a sequential and a concurrent basis. The results showed that the equivalence responding was more stable in the follow-up tests following the sequential arrangement of training than after the concurrent arrangement.Procedural aspects that control discounting rates when using the fill-in-the-blank and multiple-choice methods 9