ABSTRACT
The primary purpose of this book is to describe Equivalence-Based Instruction (EBI) in a manner that is devoid of technical jargon so that it is easily understood and can be immediately implemented by classroom personnel. A brief overview of the definition of concepts is presented and the authors suggest that the behavior analytic term, stimulus classes, may be a more cogent, parsimonious and instructionally relevant description of concepts. The remainder of the chapter describes the efficiency of EBI (e.g., more skills emerge, untaught, than were directly trained) and the potential reasons why the use of EBI is not widespread. The chapter ends with a brief overview of the remainder of the text.
