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Using equivalence‐based instruction to teach piano skills to children
Author(s) -
Hill Kelli E.,
Griffith Kristin R.,
Miguel Caio F.
Publication year - 2019
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1002/jaba.547
Subject(s) - piano , psychology , typically developing , autism spectrum disorder , generalization , autism , equivalence (formal languages) , teaching method , developmental psychology , cognitive psychology , mathematics education , linguistics , art , mathematical analysis , philosophy , mathematics , art history
The purpose of the current study was to evaluate the effects of equivalence‐based instruction (EBI) on learning to play individual notes and simple songs on the piano. Participants were 4 typically developing children and 4 children with a diagnosis of autism spectrum disorder (ASD). They were exposed to a series of auditory–visual matching‐to‐sample procedures using musical stimuli. Following training, participants were tested on the emergence of novel untrained relations and generalization in the form of playing two songs on a keyboard. Results suggest that the EBI was effective in teaching piano playing skills with both typically developing children and children with ASD. The success of this procedure is indicative of the wide‐ranging applications of EBI to novel and creative domains.