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The acquisition of stimulus equivalence in individuals with fragile X syndrome
Author(s) -
Hall S. S.,
DeBernardis G. M.,
Reiss A. L.
Publication year - 2006
Publication title -
journal of intellectual disability research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.941
H-Index - 104
eISSN - 1365-2788
pISSN - 0964-2633
DOI - 10.1111/j.1365-2788.2006.00814.x
Subject(s) - psychology , stimulus (psychology) , developmental psychology , cognitive psychology , fragile x syndrome , audiology , medicine , psychiatry
Background Few studies have employed stimulus equivalence procedures to teach individuals with intellectual disabilities (IDs) new skills. To date, no studies of stimulus equivalence have been conducted in individuals with fragile X syndrome (FXS), the most common known cause of inherited ID. Method Five adolescents with FXS were taught basic math and geography skills by using a computerized stimulus equivalence training programme administered over 2 days in 2‐h sessions. Results Four of the five participants learned the math relations, with one participant demonstrating stimulus equivalence at post‐test. Three of the five participants learned the geography relations, with all three of these participants demonstrating stimulus equivalence at post‐test. Conclusions These data indicate that computerized stimulus equivalence procedures, conducted in time‐limited sessions, may help individuals with FXS learn new skills. Hypotheses concerning the failure of some participants to learn the training relations and to demonstrate stimulus equivalence at post‐test are discussed.