Equivalence Class Formation in Individuals With Autism: Predictions From ABLA-R Levels

Children who are diagnosed with autism spectrum disorder (ASD) often fail to show equivalence class formation. This may be related to their difficulty in learning the programmed baseline conditional discriminations. The present study investigated equivalence class formation after training visual identity-matching performance with auditory class-specific consequences in 6 individuals who were diagnosed with ASD and who achieved different levels (Levels 4, 5, and 6) on the Assessment of Basic Learning Abilities–Revised (ABLA-R). The potentially emergent relations were all arbitrary (relations between completely dissimilar stimuli): visual–visual (AB and BA) and auditory–visual (SA and SB). None of the participants who achieved ABLA-R Level 4 or 5 responded in accord with equivalence class formation. They did not present any emergent arbitrary conditional relations (either visual–visual relations or auditory–visual relations). Only participants who achieved ABLA-R Level 6 demonstrated equivalence class formation. These findings are consistent with the predictive ability of the ABLA-R with regard to the acquisition of discriminations and to the emergence of the same type of conditional relations and the same hierarchy of complexity.