Abstract
Only one study within the behavior analytic literature (Cowley et al., 1992) has evaluated equivalence-based instruction (EBI) to re-teach name-face relations following acquired brain injury, but the effectiveness of stimulus generalization procedures embedded within EBI remains unknown. The purpose of the current study was to compare the efficacy and efficiency of serial and concurrent multiple exemplar training (MET) within an equivalence paradigm in promoting generalized equivalence classes. We taught unfamiliar name-face relations using a simultaneous matching-to-sample procedure to four neurotypical adults as a stand-in population and compared serial and concurrent MET using an adapted alternating treatments design embedded within a nonconcurrent multiple baseline across dyads. All participants demonstrated equivalence among name-face relations and passed all generalization probes. Two participants maintained correct responding at a two-week follow-up for both MET conditions. Although both methods were successful, results suggested that S-MET was more efficient.