{"id":{"repo_id":"siu-theses","oai_identifier":"oai:opensiuc.lib.siu.edu:dissertations-2102"},"canonical_url":"https://search.dev.ndltd.org/etd/siu-theses/oai:opensiuc.lib.siu.edu:dissertations-2102","repository":{"repo_id":"siu-theses","name":"Southern Illinois University","base_url":"https://opensiuc.lib.siu.edu/do/oai/"},"display":{"title":"AN EVALUATION OF INDIVIDUAL AND SMALL GROUP EQUIVALENCE-BASED INSTRUCTION IN A GENERAL EDUCATION CLASSROOM","abstract":"The following studies examined the effectiveness and the efficiency of individual and small group equivalence-based instruction on English and math relations with elementary school children. The first experiment implemented a multiple-probe design across three typically developing third graders using an automated procedure to evaluate the stimulus equivalence paradigm (SEP) on establishing English and math equivalence classes. Since some researchers have proposed that covert behavior facilitates in the formation of equivalence classes (Horne & Lowe, 1996; Stromer, Mackay, & Remington, 1996), the second experiment examined the possible role of covert behavior, more specifically, a visual imagining strategy, on correct responding after remedial instructional sessions. To further extend SEP into more academic environments, the third experiment used an observational learning procedure to evaluate the formation of English and math symmetry relations as well as the formation of equivalence classes in a small group format. The emergence of topography-based responding was also assessed after instruction for all three experiments.","abstract_html":"The following studies examined the effectiveness and the efficiency of individual and small group equivalence-based instruction on English and math relations with elementary school children. The first experiment implemented a multiple-probe design across three typically developing third graders using an automated procedure to evaluate the stimulus equivalence paradigm (SEP) on establishing English and math equivalence classes. Since some researchers have proposed that covert behavior facilitates in the formation of equivalence classes (Horne & Lowe, 1996; Stromer, Mackay, & Remington, 1996), the second experiment examined the possible role of covert behavior, more specifically, a visual imagining strategy, on correct responding after remedial instructional sessions. To further extend SEP into more academic environments, the third experiment used an observational learning procedure to evaluate the formation of English and math symmetry relations as well as the formation of equivalence classes in a small group format. The emergence of topography-based responding was also assessed after instruction for all three experiments.","abstract_has_math":false,"creators":["Aguirre, Angelica A."],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Campus Only Dissertation","degree_discipline":"Rehabilitation","degree_department":null,"school":null,"contributors":["Rehfeldt, Ruth Anne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-08-01T07:00:00Z","date_published":"2015-08-01T07:00:00Z","updated_at":"2026-07-24T04:34:51Z","subjects":["Academic Intervention","Covert Verbal Behavior","Observational Learning","Problem Solving","Stimulus Equivalence","Topography-Based Responding"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://opensiuc.lib.siu.edu/dissertations/1098","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rehfeldt, Ruth Anne"]},{"key":"dc:creator","label":"Author","values":["Aguirre, Angelica A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Rehabilitation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Only Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic Intervention","Covert Verbal Behavior","Observational Learning","Problem Solving","Stimulus Equivalence","Topography-Based Responding"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://opensiuc.lib.siu.edu/dissertations/1098"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The following studies examined the effectiveness and the efficiency of individual and small group equivalence-based instruction on English and math relations with elementary school children. The first experiment implemented a multiple-probe design across three typically developing third graders using an automated procedure to evaluate the stimulus equivalence paradigm (SEP) on establishing English and math equivalence classes. Since some researchers have proposed that covert behavior facilitates in the formation of equivalence classes (Horne & Lowe, 1996; Stromer, Mackay, & Remington, 1996), the second experiment examined the possible role of covert behavior, more specifically, a visual imagining strategy, on correct responding after remedial instructional sessions. To further extend SEP into more academic environments, the third experiment used an observational learning procedure to evaluate the formation of English and math symmetry relations as well as the formation of equivalence classes in a small group format. The emergence of topography-based responding was also assessed after instruction for all three experiments."]},{"key":"dc:title","label":"Title","values":["AN EVALUATION OF INDIVIDUAL AND SMALL GROUP EQUIVALENCE-BASED INSTRUCTION IN A GENERAL EDUCATION CLASSROOM"]}]}],"canonical_facts":{"dc:contributor":["Rehfeldt, Ruth Anne"],"dc:creator":["Aguirre, Angelica A."],"dc:description.abstract":["The following studies examined the effectiveness and the efficiency of individual and small group equivalence-based instruction on English and math relations with elementary school children. The first experiment implemented a multiple-probe design across three typically developing third graders using an automated procedure to evaluate the stimulus equivalence paradigm (SEP) on establishing English and math equivalence classes. Since some researchers have proposed that covert behavior facilitates in the formation of equivalence classes (Horne & Lowe, 1996; Stromer, Mackay, & Remington, 1996), the second experiment examined the possible role of covert behavior, more specifically, a visual imagining strategy, on correct responding after remedial instructional sessions. To further extend SEP into more academic environments, the third experiment used an observational learning procedure to evaluate the formation of English and math symmetry relations as well as the formation of equivalence classes in a small group format. The emergence of topography-based responding was also assessed after instruction for all three experiments."],"dc:identifier":["https://opensiuc.lib.siu.edu/dissertations/1098"],"dc:subject":["Academic Intervention","Covert Verbal Behavior","Observational Learning","Problem Solving","Stimulus Equivalence","Topography-Based Responding"],"dc:title":["AN EVALUATION OF INDIVIDUAL AND SMALL GROUP EQUIVALENCE-BASED INSTRUCTION IN A GENERAL EDUCATION CLASSROOM"],"thesis:degree_discipline":["Rehabilitation"],"thesis:degree_level":["Campus Only Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T04:34:51Z"}