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#1. Dr. Anya, a BCBA, is working with a learner to establish robust relations between printed words, pictures, and the actual objects they represent. Her goal is to ensure the learner understands that ‘CAT’ (written word), an image of a cat, and a live cat all refer to the same concept, even if not directly taught all relations. To effectively assess if stimulus equivalencespecifically reflexivity, symmetry, and transitivityhas been established among these stimuli, which of the following teaching and assessment strategies would Dr. Anya primarily utilize?
The text clearly states Stimulus equivalence is best assessed using what Matching to sample yes It further elaborates with an example if i wanted to assess reflexivity i would give you a picture of a fire truck and you would match that fire truck to the same picture of a fire truck okay and then i would teach you that picture equals the word fire truck and then we would get to the point where you would identify the word fire truck and the picture as a real fire truck so if you can match to sample the word to the picture the picture to a real fire truck we can assess stimulus equivalence Matchingtosample MTS is a cornerstone method for establishing and assessing conditional discriminations which are fundamental to stimulus equivalence It directly tests the learners ability to relate a sample stimulus to a comparison stimulus Shaping involves reinforcing successive approximations of a behavior which is a teaching procedure for developing new behaviors not for assessing equivalence relations Expressive instructions are a method of delivering prompts or commands eg Touch the cat not a primary assessment for derived stimulus relations Focusing on maintenance targets occurs after the initial learning and establishment of equivalence to ensure retention rather than being the primary method for assessing if equivalence has been established
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