California State University, Sacramento.
J Appl Behav Anal. 2020 Jan;53(1):188-208. doi: 10.1002/jaba.547. Epub 2019 Mar 13.
The purpose of the current study was to evaluate the effects of equivalence-based instruction (EBI) on learning to play individual notes and simple songs on the piano. Participants were 4 typically developing children and 4 children with a diagnosis of autism spectrum disorder (ASD). They were exposed to a series of auditory-visual matching-to-sample procedures using musical stimuli. Following training, participants were tested on 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 with both typically developing children and children with ASD. The success of this procedure is indicative of the wide-ranging applications of EBI to novel and creative domains.
本研究旨在评估基于等价性的教学（EBI）对学习钢琴演奏单个音符和简单歌曲的影响。参与者包括 4 名典型发展儿童和 4 名自闭症谱系障碍（ASD）儿童。他们接受了一系列使用音乐刺激的听觉-视觉匹配样本程序。培训后，参与者在键盘上演奏两首歌曲的形式接受新的未训练关系和泛化的测试。结果表明，EBI 对教授钢琴演奏技能在典型发展儿童和 ASD 儿童中均有效。该程序的成功表明 EBI 在新颖和创造性领域具有广泛的应用。
