Generalization of Supermarket Shopping Skills for Individuals with Mild Intellectual Disabilities Using Stimulus Equivalence Training

Abstract

We developed an intervention to promote generalization in an applied community setting. The intervention was derived primarily from experimental research examining stimulus equivalence classes and natural categories. Six young adults with intellectual disabilities were taught using (a) stimulus equivalence training, (b) multiple exemplar training, or (c) single instance training to complete a supermarket shopping task analysis. Results indicated that stimulus equivalence and multiple exemplar training were equally effective in promoting generalization with single instance training being the least effective.