Abstract
The purpose of the present study was to examine the effectiveness of stimulus equivalence procedures for teaching 4 receptive emotional labels (happiness, anger, sadness, and surprise) to a 5-year 9-month-old girl with autistic disorder. Training programs were designed to teach the girl to match schematic expressive faces to printed emotional labels and to match cartoons depicting emotional situations to schematic faces. After both matching tasks met the learning criteria, she showed unreinforced conditional relations between the printed emotional labels and the emotional situation cartoons, indicating the emergence of stimulus equivalence classes. In addition, the results demonstrated expansion of the equivalence classes to photographs of expressive faces and sentences describing emotion-eliciting situations.
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