Abstract
The purpose of the current study was to evaluate the effects of equivalence-based instruction (EBI) on the acquisition of individual notes and song playing on the piano. Participants were four typically developing children and two children with autism. All participants were exposed to a series of auditory-visual matching-to-sample procedures using musical stimuli. Foil owing training, researchers tested for the emergence of novel untrained relations and generalization in the form of playing two songs on a keyboard. Results suggest that the EBI was effective in teaching piano playing skills, a leisure activity long associated with collateral benefits such as improved socialization, language, listening, and motor skills. The success of this procedure is indicative of the wide-ranging application of EBI to novel and creative domains.