Effect of the formation of equivalent stimulus classes on the emergence of analogy in children with autism

• Grant number: 25/13421-1
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: October 01, 2025
• End date: September 30, 2026
• Field of knowledge: Humanities - Psychology - Experimental Psychology
• Principal Investigator: Nassim Chamel Elias
• Grantee: Emanuelly Rodrigues de Oliveira Bravo
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

In the analysis of verbal behavior, analogies are verbal responses of tacts in which a response topography previously established in the presence of a relationship between stimuli is reinforced in the presence of other similar stimuli. A possible analytical-behavioral experimental model for the study of tact extensions of the type and analogy refers to relating relationships, which can be equivalent-equivalence (Eq-Eq) and non-equivalence (NEq-NEq). Considering the promising results on analogical reasoning found in previous research with adults, neurotypical children, and children with Autism Spectrum Disorder (ASD), this research aims to verify the effects of equivalent stimulus class formation on the emergence of analogy responses in children with ASD using family stimuli. Participants in this study will be three children with ASD, aged five to ten years, of both genders. Tasks of choice according to the model (MTS) will be used for teaching relationships between simple stimuli and analogy tests of types Eq-Eq and NEq-NEq with composite stimuli. Participants are expected to present at least 80% correct responses on the last analogy test.