Stimulus equivalence is defined as the ability to relate stimuli in novel ways after training in which not all of the stimuli had been directly linked to one another. Sidman (2000) suggested all elements of conditional discrimination training contingencies that result in equivalence potentially become class members. Research has demonstrated the inclusion of samples, comparisons, responses, and reinforcers in equivalence classes. Given the evidence that all elements of a conditional discrimination become part of the class, the purpose of this study was to determine if class‐specific prompts would also enter into their relevant equivalence classes. Experiment 1 investigated the inclusion of prompts in an equivalence class using abstract stimuli with neurotypical students enrolled in higher education courses. Experiment 2 systematically replicated Experiment 1 using meaningful stimuli and individuals diagnosed with autism spectrum disorder. The results of both experiments demonstrated that class‐specific prompts became part of equivalence classes with the other positive elements of the contingency. The results are discussed in terms of class expansion and the potential impact on equivalence‐based instruction.

中文翻译：

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Sidman 理论的扩展：在等价类中包含即时刺激

刺激等效性被定义为在训练后以新颖的方式关联刺激的能力，其中并非所有刺激都直接相互关联。Sidman (2000) 建议导致等效的条件歧视培训意外事件的所有要素都可能成为班级成员。研究表明，在等价类中包含了样本、比较、反应和强化物。鉴于有条件歧视的所有元素都成为班级一部分的证据，本研究的目的是确定特定于班级的提示是否也会进入其相关的等价班级。实验 1 调查了使用抽象刺激与参加高等教育课程的神经典型学生在等效课程中包含提示的情况。实验 2 使用有意义的刺激和被诊断为自闭症谱系障碍的个体系统地复制了实验 1。两个实验的结果都表明，特定于类的提示与偶然事件的其他积极元素成为等价类的一部分。结果将根据班级扩展和对等价教学的潜在影响进行讨论。