Study objective: To examine whether comparison response training (CRT) between pairs of fighters’ names would generate a ranking response (RR) within and between the fighters’ countries. Design: Pre-post experimental design. Setting: An online experiment with participants in their homes. Participants: 16 Japanese undergraduate participants, but 1 participant’s data were excluded from the analysis due to a procedural error. Independent variable: The names of 6 Japanese and 6 Russian fictitious martial fighters: 3 pairs of names from Japan or Russia in the within-countries comparison response training, and paired Japanese and Russian fighters’ names in the between-countries comparison response training, for instance, either between the highest rankers (1st/1st) within each country or between the highest and 4th rankers (1st/4th). In each training trial, participants were presented with 2 martial fighters’ names and asked to choose the stronger or heavier name. Feedback on the correctness of the response was given afterward. Measure: Pre- and post-test ranking response scores. When ranking responses were scored, the participants’ percentage of correctly ordered pairs for within- and between-country rankings as specified by the researchers was determined. Results: After the within-countries comparison response training, 15 participants had correct ranking responses; however, after the comparison response training that was between-countries, 14 participants had correct ranking responses only for 1st/4th rankers. Conclusion: In adults with sufficient verbal repertoires, establishing minimal comparison relational responses within and between stimulus classes can generate ranking responding within and among those members without direct training.

Study objective: To examine the establishment of contingency adduction in a visual method for learning braille and the efficacy of that procedure. Design: 3 tasks: matching-to-sample training, a symmetry test, and an adduction test. In the matching-to-sample training and symmetry test, alphabetical letters and their corresponding braille characters were used for relational learning. The adduction test used kana characters and their corresponding braille characters. Participants: Undergraduate and graduate students (N=33). Independent variable (s): A mixed group learned vowels and consonants in the same session; a split group learned vowels and consonants in separate sessions. Measures: The percentage of correct responses and the cumulative number of positive responses in the adduction test. Results: Although there was no difference in performance between the groups, approximately 75% of participants exceeded the criterion based on chance level, indicating that braille learning had been established through the contingency adduction procedure. In addition, approximately 69% of participants exceeded 5 consecutive correct responses, which had been set as the criterion for the establishment of contingency adduction. Conclusion: These results indicate the efficiency of a visual method for learning braille using contingency adduction. Normally, because braille learning involves many characters, a long time is required to learn it.

Study objectives: To administer the multiple-stimulus without replacement preference assessment (MSWO) and the paired-stimulus preference assessment (PS) to 3 children with autism spectrum disorder (ASD) and compare the stimulus preference and stability of these evaluations, and to test the multiple-stimulus without replacement preference assessment, the paired-stimulus preference assessment, and the parents’ rating results for consistency. Design: 2 participants completed the paired-stimulus preference assessment, the multiple-stimulus without replacement preference assessment, and the paired- stimulus preference assessment, and 1 participant completed the multiple-stimulus without replacement preference assessment and the paired-stimulus preference assessment, in all cases in that order. Setting: A university playroom. Participants: 3 children with autism spectrum disorder (2 boys and 1 girl; 4 to 8 years old). Measures: Multiple-stimulus without replacement preference assessment: choice scores; paired-stimulus preference assessment: the number of choices; questionnaire: parents’ responses. Results: The most preferred stimuli were more stable in the multiple-stimulus without replacement preference assessment than in the paired-stimulus preference assessment. Also, the multiple-stimulus without replacement preference assessment results were more consistent with the parents’ ratings than the paired-stimulus preference assessment results were. Conclusion: The preferences found with the multiple-stimulus without replacement preference assessment were more stable than those identified with the paired-stimulus preference assessment. These findings suggest the desirability of selecting preference assessments tailored to the characteristics of children with autism spectrum disorder.

Study objective: To teach a child with autism spectrum disorder to transfer and acquire intraverbal skills from matching, reading, and listening using multiple exemplar training. Design: Multiple baseline design. Setting: A special needs classroom. All procedures were conducted there individually, face-to-face, across a desk. Participants: 1 sixth-grade boy with autism spectrum disorder and a severe intellectual disability. Independent variables: 3 tasks with multiple examples: (a) matching to sample, (b) reading, and (c) listening to instructions, which were alternated with intraverbal training. Measure: The percentage of correct responses to the stimulus set in each trial. Results: Intraverbals without a history of reinforcement were transferred from matching to sample and reading and acquired from listening to instructions through multiple exemplar training. Conclusion: After the multiple exemplar training was implemented, the participant acquired and transferred intraverbal skills. However, the procedure was complicated. In order to be suitable for practical use, the teaching method must be simplified.

Study objective: To develop equivalence relationships between words in 2 children enrolled in a special needs class by alternately reading 2 sentences in which specific words were exchanged. Design: Multiple baseline design across stimulus sets. Setting: A special needs classroom. All procedures were conducted individually. Participants: 2 fifth-grade boys enrolled in a special support class at an elementary school. Independent variables: Oral reading of 2 sentences in which specific words were exchanged; printed materials were sometimes referenced and sometimes not. Measures: The percentage of correct responses in (a) a matching-to-sample task using word cards as sample and comparison stimuli, (b) word card selection responses to auditory stimuli, and (c) verbal expressions. Results: The participants’ percentage of correct responses on the matching-to-sample task improved after the procedure of reading sentences with word replacements started. Word card selection responses and verbal expressions to auditory stimuli were also observed. Conclusion: An equivalence relationship was established between word cards, vocal stimuli, and verbal responses. This language teaching method is easy to use in a classroom setting. However, in future research, sentences with changed word orders should be verified.