Two children with autism were trained in US geography using a match to sample procedure. Different testing procedures commonly used in stimulus equivalence research were compared, including some conditions with reinforcement for responding to enhance motivation. Both children were able to master the trained geography relations and emergent stimulus relations were also noted. All three testing procedures produced similar effects, suggesting that incorporation of procedures to enhance motivation to respond does not invalidate testing in a stimulus equivalence preparation.
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LeBlanc et al. (2003) studied this question.
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