Teaching generatively: Learning about disorders and disabilities.

Perez et al. (2015) used stimulus equivalence lectures to teach college students 12 disability labels. The class learned A-B relations (picture to name) and B-C relations (name to definition).

They tested the students right after the unit and again on the final exam weeks later.

Quiz scores jumped right after the lectures. Scores fell back on the final exam. The quick gains did not stick without review.

Tullis et al. (2021) got better results by adding instructive feedback during equivalence lessons with autistic children. The extra feedback kept new intraverbal answers strong.

Arntzen et al. (2018) showed that a short delay-based warm-up before equivalence training helps adults form classes faster. That warm-up might have helped M's students keep the facts longer.

McPheters et al. (2021) found that using familiar pictures as nodes beats re-using old stimuli. Choosing pictures that already make sense could boost maintenance in college lessons.

You can still use equivalence lectures to pack lots of facts into one lesson. Just plan a booster review before the final. Add a quick identity-matching warm-up or a few instructive feedback statements to help the class keep the new labels.