ABSTRACT
The current series of experiments investigated the formation of equivalence classes with young children in classroom settings. Experiment 1 demonstrated the emergence of academic stimulus relations (concepts) consistent with equivalence using science content from the third-grade science curriculum with a boy with autism. Experiment 2 replicated Experiment 1 with six neurotypical third-graders. Finally, Experiment 3 replicated the findings of Experiment 2 with five neurotypical kindergarten students. Results across all three studies indicated the emergence of untaught academic stimulus relations, suggesting that equivalence-based instruction could be applied both as an efficient primary teaching technique and as a remediation technique for young children in the classroom setting.
