Abstract
A large amount of learning occurs through the observation of stimulus-stimulus relations. One procedure that involves this sort of learning is the stimulus-pairing observation procedure (SPOP). The current study involves a systematic replication of Byrne, Rehfeldt, and Aguirre (2014). Tests for the emergence of tact and listener relations were conducted pre- and post-SPOP intervention, which consisted of a therapist presenting auditory-visual stimulus relations to participants. The SPOP intervention resulted in the establishment of tact and listener relations for all participants. The importance of assessing prerequisite skills is considered in the context of previous research.
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The present study was completed in partial fulfillment of the first author’s M.S. Degree in Counseling, option in Applied Behavior Analysis, at California State University, Los Angeles, under the supervision of the second author.
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Solares, L., Fryling, M.J. Further Evaluation of the Stimulus Pairing Observation Procedure with Children with Autism Spectrum Disorder. Analysis Verbal Behav 35, 85–93 (2019). https://doi.org/10.1007/s40616-018-0101-6
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DOI: https://doi.org/10.1007/s40616-018-0101-6