Using Stimulus Equivalence-Based Instruction to Teach Young Children to Sort Recycling, Trash, and Compost Items

Abstract

Equivalence-based instruction (EBI) refers to a set of procedures in which overlapping conditional discriminations among stimuli are taught, resulting in the emergence of additional derived relations without further training. In the present study, EBI was used to teach 3 young children 3 four-member classes of stimuli related to recycling, trash, and compost items. The class members were the textual category names (Stimulus A), recycle/trash/compost symbols (Stimulus B), pictures of the designated colored bins (Stimulus C), and pictures of recycling/trash/compost items (Stimulus D). During training of the baseline relations and testing of derived relations, stimuli were presented using a match-to-sample format with cards in a binder. Generalization of class-consistent responding was programmed for by using multiple exemplars of the B and D stimuli (i.e., symbols and items, respectively). During item-sorting generalization tests, 3-dimensional objects representing each class member were used instead of the cards to allow for sorting of actual recycling, trash, and compost items into bins. A multiple-baseline design across participants was used to evaluate the effects of EBI. Following EBI, all participants demonstrated the emergence of the equivalence classes as evidenced by class-consistent selection responses during tests for derived relations with the textual and picture stimuli cards. More importantly, responding generalized to accurate sorting of 3-dimensional recycling, trash, and compost items into specific bins appropriate for each item. These skills also maintained at a 1-week follow-up. Thus, the present study demonstrates an effective procedure to teach sorting of waste materials to young children.