Equivalence‐based instruction to establish a textual activity schedule in an adult with Down syndrome

Ortega, Daniel; Lovett, Sadie

doi:10.1002/bin.1526

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…Stimulus equivalence framework as a learning method was originally used to teach children and adults with developmental disabilities like Autism and Down's syndrome (Sidman et al, 1974;Groskreutz et al, 2010;Toussaint & Tiger, 2010;Arntzen et al, 2010b;McLay et al, 2013;Ortega & Lovett, 2018). However, the equivalence theory can be used in teaching new concepts to normal children and adults, including college students (Sidman et al, 1986;Hove, 2003;Saunders et al, 2005;Fienup et al, 2010;Walker et al, 2010;Lovett et al, 2011;Grisante et al, 2013;Placeres, 2014;Fienup et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Equivalence Projective Simulation as a Framework for Modeling Formation of Stimulus Equivalence Classes

et al. 2020

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Stimulus equivalence (SE) and projective simulation (PS) study complex behavior, the former in human subjects and the latter in artificial agents. We apply the PS learning framework for modeling the formation of equivalence classes. For this purpose, we first modify the PS model to accommodate imitating the emergence of equivalence relations. Later, we formulate the SE formation through the matching-to-sample (MTS) procedure. The proposed version of PS model, called the equivalence projective simulation (EPS) model, is able to act within a varying action set and derive new relations without receiving feedback from the environment. To the best of our knowledge, it is the first time that the field of equivalence theory in behavior analysis has been linked to an artificial agent in a machine learning context. This model has many advantages over existing neural network models. Briefly, our EPS model is not a black box model, but rather a model with the capability of easy interpretation and flexibility for further modifications. To validate the model, some experimental results performed by prominent behavior analysts are simulated. The results confirm that the EPS model is able to reliably simulate and replicate the same behavior as real experiments in various settings, including formation of equivalence relations in typical participants, nonformation of equivalence relations in language-disabled children, and nodal effect in a linear series with nodal distance five. Moreover, through a hypothetical experiment, we discuss the possibility of applying EPS in further equivalence theory research.

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Section: Introductionmentioning

confidence: 99%

Equivalence Projective Simulation as a Framework for Modeling Formation of Stimulus Equivalence Classes

et al. 2020

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The Emergence of Untrained Relations in Individuals with Autism and Other Intellectual and Developmental Disabilities: a Systematic Review of the Recent Literature

Gibbs

Tullis

2020

Rev J Autism Dev Disord

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A Systematic Analysis of Relational Frame Theory

Kim,

Kim

2024

Journal of Behavior Analysis and Support

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This study aims to systematically review the global trends in developmental disability research applying Relational Frame Theory (RFT). Initially, 1,405 research articles were searched, and following the PRISMA procedure, 58 studies focusing on developmental disabilities within the context of RFT were ultimately selected for analysis. This research meticulously examined the publication year, journal name, characteristics of participants, dependent variables, independent variables, research settings, and experimental designs of the selected studies. The analysis of the global trends in RFT-based developmental disability research revealed that studies span a variety of developmental disability types, with derived relational responding and verbal operants among the primary dependent variables, and RFT-based instructional strategies frequently serving as independent variables. The research settings were predominantly in schools and therapy rooms, with most participants being children and adolescents diagnosed with Autism Spectrum Disorder. Through this study, it was confirmed that RFT provides a significant theoretical and practical foundation for supporting language and cognitive development in the field of developmental disabilities. Based on the findings, the study suggests the need for expanding the scope and deepening the theoretical exploration of RFT-related research, discussing the limitations of the current study and directions for future research.

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Equivalence‐based instruction to establish a textual activity schedule in an adult with Down syndrome

Cited by 3 publications

References 12 publications

Equivalence Projective Simulation as a Framework for Modeling Formation of Stimulus Equivalence Classes

Equivalence Projective Simulation as a Framework for Modeling Formation of Stimulus Equivalence Classes

The Emergence of Untrained Relations in Individuals with Autism and Other Intellectual and Developmental Disabilities: a Systematic Review of the Recent Literature

A Systematic Analysis of Relational Frame Theory

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