Same or different: Teaching nonarbitrary relational responding to preschoolers with disabilities

Key Points

• Nonarbitrary relational responding improved following targeted teaching interventions in preschoolers with disabilities.
• Key metrics showed a clear increase in relational responding from baseline assessments to post-intervention evaluations.
• Assessment employed behavioral techniques to promote understanding and application of relational concepts effectively.
• New findings may enable enhanced curricula designed for preschoolers with disabilities to better support learning.