Equivalence-Based Instruction with Nonfood Items to Increase Portion-Size Estimation Accuracy

Abstract

Stimulus equivalence paradigms are successful interventions for teaching individuals a variety of skills. In particular, researchers have taught individuals how to more accurately estimate portion sizes of foods using equivalence-based instruction (EBI). This area of research lacks information on the effects of using nonfood items during EBI. The purpose of the current study was to evaluate whether nonfood items could be used during training to increase portion-size estimation accuracy. Participants were three adult females. Preferred and nonpreferred foods were used to assess generalization of portion-size estimation accuracy. Foods were identified through an assessment and varied per participant. Two nonfood items were used for training and one novel nonfood item was to assess for generalization. Three classes of stimuli were taught using EBI (i.e., ¼ cup, ½ cup, and 1 cup). The members of each class were represented by portion-size measurement aids, amounts on paper plates, and measuring cups. All participants more accurately estimated each portion size of nonfood items after training sessions. Accurate estimation also generalized to preferred and nonpreferred foods, as well as a novel nonfood item, for all participants.