Effects of Listener Response Training on Emergent Listener and Intraverbal Responding using Stimuli within Equivalent Relations

Abstract

The purpose of this study was to examine effects of listener training on emergent selection as listener responses and intraverbal as speaker responses using stimuli within equivalent relations. Two 4 to 5 year old children with developmental disabilites participated in the study. A multiple baseline across participants with multiple probes design was used. Stimulus classes used were vocal stimuli of names of occupations, A; visual stimuli representing the occupations, B; vocal stimuli describing functions of the occupations, C; and visual stimuli depicting functions of the occupation, D. Listener training were provided within A-B, C-D relations. Derived listener responses within A-D relation and interverbal as speaker responses within A-C relations were tested. The results showed that the two participants demonstrated targeted emergent listener and intraverbal responses. The results were discussed within stimulus equivalence paradigm.