摘要：We developed an intervention to promote generalization in anapplied community setting. The intervention was derived primarilyfrom experimental research examining stimulus equivalenceclasses and natural categories. Six young adults with intellectualdisabilities were taught using (a) stimulus equivalence training, (b)multiple exemplar training, or (c) single instance training tocomplete a supermarket shopping task analysis. Results indicatedthat stimulus equivalence and multiple exemplar training wereequally effective in promoting generalization with single instancetraining being the least effective.
