An evaluation of a visual–visual successive matching‐to‐sample procedure to establish equivalence classes in adults

Lantaya et al. (2018) tested a simpler way to build stimulus classes. They used successive matching-to-sample (S-MTS) with 12 college students. One picture popped up on the screen. Students pressed the space bar if the next picture matched, or did nothing if it didn't.

The team ran three rounds: AB, BC, and AC. After each round they checked for symmetry, transitivity, and equivalence without extra teaching. Standard three-array MTS needs kids to scan, compare, and pick. S-MTS only needs a go/no-go response.

All the students formed equivalence classes. Scores on symmetry, transitivity, and equivalence tests stayed above 90 percent. The go/no-go format took less time and needed fewer instructions than regular MTS.

Success came even though students never saw all choices at once. The single-response method still built the full network of linked pictures.

Tullis et al. (2021) and Polo-López et al. (2014) show equivalence training works with autistic children, but they add extra steps like instructive feedback or auditory cues. Lantaya keeps it bare-bones and still gets clean classes with neurotypical adults, proving the core method is solid.

Perez et al. (2020) warns that blocking the view of the correct choice hurts equivalence. Lantaya avoids this risk by showing one stimulus at a time, so the learner never hunts among hidden items. The two studies line up: limit confusion, keep control.

Kodak et al. (2022) use a quick pre-test to spot kids who will fail auditory-visual conditional discrimination. Their data hint that scanning problems sink many learners. S-MTS removes the need to scan, so it may rescue kids who flunk Kodak's screener.

If a client struggles with regular three-array MTS, try successive MTS first. You present one picture, then the next, and wait for a go or no-go. No scanning, no big comparison array, just simple yes/no responding. Start with easy objects the child already likes, run a few AB and BC sets, then probe for emergent relations. You might save session time and cut frustration for kids with attention or scanning issues.