S S Hall1, G M Debernardis, A L Reiss. 1. Department of Psychiatry & Behavioural Sciences, Stanford University, CA 94365, USA. hallss@stanford.edu
Abstract
BACKGROUND: Few studies have employed stimulus equivalence procedures to teach individuals with intellectual disabilities (IDs) new skills. To date, no studies of stimulus equivalence have been conducted in individuals with fragile X syndrome (FXS), the most common known cause of inherited ID. METHOD: Five adolescents with FXS were taught basic math and geography skills by using a computerized stimulus equivalence training programme administered over 2 days in 2-h sessions. RESULTS: Four of the five participants learned the math relations, with one participant demonstrating stimulus equivalence at post-test. Three of the five participants learned the geography relations, with all three of these participants demonstrating stimulus equivalence at post-test. CONCLUSIONS: These data indicate that computerized stimulus equivalence procedures, conducted in time-limited sessions, may help individuals with FXS learn new skills. Hypotheses concerning the failure of some participants to learn the training relations and to demonstrate stimulus equivalence at post-test are discussed.
BACKGROUND: Few studies have employed stimulus equivalence procedures to teach individuals with intellectual disabilities (IDs) new skills. To date, no studies of stimulus equivalence have been conducted in individuals with fragile X syndrome (FXS), the most common known cause of inherited ID. METHOD: Five adolescents with FXS were taught basic math and geography skills by using a computerized stimulus equivalence training programme administered over 2 days in 2-h sessions. RESULTS: Four of the five participants learned the math relations, with one participant demonstrating stimulus equivalence at post-test. Three of the five participants learned the geography relations, with all three of these participants demonstrating stimulus equivalence at post-test. CONCLUSIONS: These data indicate that computerized stimulus equivalence procedures, conducted in time-limited sessions, may help individuals with FXS learn new skills. Hypotheses concerning the failure of some participants to learn the training relations and to demonstrate stimulus equivalence at post-test are discussed.
Authors: Scott S Hall; Amy A Lightbody; Melissa Hirt; Ava Rezvani; Allan L Reiss Journal: J Am Acad Child Adolesc Psychiatry Date: 2010-08-01 Impact factor: 8.829
Authors: Megan Klabunde; Manish Saggar; Kristin M Hustyi; Ryan G Kelley; Allan L Reiss; Scott S Hall Journal: Psychiatry Res Date: 2015-06-30 Impact factor: 3.222