Abstract
Few behavior-analytic studies have evaluated the efficacy of equivalence-based instruction to teach stimulus-stimulus relations to adults with memory deficits following acquired brain injury. The purpose of the current study was to systematically replicate a recent translational study that found serial multiple exemplar training (MET) was more efficient than concurrent MET when embedded in an equivalence paradigm to teach name-face relations to college students (Orozco, 2023). We extended this recent study by evaluating a similar intervention package with two adult ABI survivors using a multiple-probe design across stimulus sets. The experimental phases were conducted in a pretest, teaching, posttest sequence, and we taught novel name-face relations using a simultaneous matching-to-sample procedure. Following intervention, both participants demonstrated the emergence of derived stimulus relations, the emergence of tacts, and stimulus generalization to untaught exemplars. Although the intervention package was effective for both participants, additional procedural modifications may be warranted to promote maintenance.