RESUMO
Class inclusion (CI) requires responding to an item simultaneously as a member of both a class and a more inclusive class that contains that class. This study extends previous research by Ming et al. (2018) who trained CI responding in typically developing children and individuals with autism using a Relational Frame Theory (RFT) approach according to which CI involves responding in accordance with relations of containment and comparison. In Ming et al., participants experienced multiple exemplar training in which class containment relations were represented by placing pictures (of subclasses of animals) within nested transparent boxes. In the current study, 3 adult males with autism and moderate learning disability were not able to learn CI responding using contingent feedback alone. However, an intervention involving nonarbitrary guidance facilitated the repertoire. Implications and future directions are discussed.
