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The relationship between language, performance on the Assessment of Basic Learning Abilities (ABLA) test, and stimulus equivalence was examined. Five participants with minimal verbal repertoires were studied; 3 who passed up to ABLA Level 4, a visual quasi-identity discrimination and 2 who passed ABLA Level 6, an auditory-visual non identity discrimination. Only the latter 2 participants demonstrated positive equivalence test outcomes similar to previous studies (Brady … McLean, 2000; Carr, Wilkinson, Blackman, … Mcllvane, 2000). The results suggest that well-developed language skills are not necessary to demonstrate positive outcomes on equivalence tests among three 3-member stimulus classes, and that visual and auditory discriminations as measured by the ABLA test may be prerequisite for the learning of equivalence relations.

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Teaching Equivalence Relations to Individuals with Minimal Verbal Repertoires: Are Visual and Auditory-Visual Discriminations Predictive of Stimulus Equivalence?