Efficiency of equivalence-based instruction: A laboratory evaluation.

Abstract

In equivalence-based instruction (EBI), a large number of stimulus relations can be established through direct instruction of a smaller number of strategically selected relations. We evaluated the efficiency and other potential benefits of EBI in 2 between-subjects experiments with college students that compared EBI with complete instruction (CI). In Experiment 1 (n = 50), mastery criteria in both conditions required an equal number of equally sized trial blocks at equal accuracy. Under those conditions, trials to passing posttests did not differ significantly between groups during the establishment of 3-member classes or during expansion to 4- and 5-member classes. In Experiment 2 (n = 48), mastery criteria were equated across conditions in terms of the number of consecutive correct trials required for each trial type. Under those conditions, EBI required fewer trials to complete than did CI. Neither experiment found an advantage of EBI over CI in terms of facilitating future learning or maintenance of class-consistent responding. Overall, the results suggest that greater efficiency of EBI compared to CI may largely be attributed to learning assessment practices, but additional research is warranted with additional EBI training structures and trial arrangements.