Emergent-learning arrangements may represent an effective method for establishing reading prerequisite skills with children exhibiting academic deficits as they allow for maximum gains with minimal training (Critchfield Behavior Analysis in Practice, 11(3), 206–210, 2018; Sidman The Analysis of Verbal Behavior, 25(1), 5–17, 2009). The purpose of the current study was to evaluate the effectiveness of an emergent learning procedure to teach letter–sound blends to children at-risk for reading failure. Three participants completed simple discrimination training with compound class-specific consequences. The S+ included a correctly oriented lowercase letter blend and was presented with two incorrectly oriented versions of the same letter blend. Selections of the S+ resulted in the presentation of the compound class-specific consequence that included the corresponding printed uppercase letter blend and the dictated letter sounds. Following simple discrimination training, the emergence of six arbitrary relations was assessed. Small increases in performance were observed during initial equivalence tests. Following modifications to the baseline discrimination procedures, emergence of all targeted relations was observed in four of six evaluations across three participants. These findings serve as a demonstration of the potential utility of equivalence-based instruction to establish academically relevant skills.

紧急学习安排可能是为表现出学业缺陷的儿童建立阅读先决技能的有效方法，因为它们可以通过最少的训练获得最大的收益（实践中的Critchfield行为分析，11（3），206-210，2018；Sidman的分析言语行为，25（1），5-17，2009）。本研究的目的是评估紧急学习程序的有效性，该程序向有阅读失败风险的儿童教授字母-声音混合。三名参与者完成了简单的歧视训练，并产生了针对特定班级的复合后果。 S+ 包括一个正确方向的小写字母混合，并提供了同一字母混合的两个错误方向的版本。选择 S+ 会导致呈现特定于复合类别的结果，其中包括相应的打印大写字母混合和听写的字母发音。经过简单的辨别训练后，评估了六种任意关系的出现。在最初的等效性测试中观察到性能略有提高。在对基线歧视程序进行修改后，在三名参与者的六项评估中的四项中观察到所有目标关系的出现。这些发现证明了基于等效性的教学在建立学术相关技能方面的潜在效用。