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Document Type

Article

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.

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