The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type




Degree Name

Applied Behavior Analysis: M.S.


Community Psychology, Counseling and Family Therapy


School of Health and Human Services

First Advisor

Benjamin Witts

Second Advisor

Michele Traub

Third Advisor

Odessa Luna

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

equivalence-based instruction, higher education, stimulus equivalence, efficiency, complete instruction, training protocol


Equivalence-based instruction (EBI) is a method of presenting instructional content based on the principles of stimulus equivalence. EBI has been demonstrated to be a successful method of teaching advanced academic content to students in the university setting. EBI procedures have been shown to be efficient when teaching a variety of academically relevant content when compared to an alternative teaching approach. The purpose of this study is to compare the efficiency of an EBI training package, where students will be taught and tested for derived relations to a complete instruction (CI) package, where students will be directly taught all targeted relations. A within-subject counterbalanced experimental design will be used to compare mastery of training outcomes across teaching arrangement, for each participant, and across participants with altered teaching arrangements. We hope to add to the current literature by expanding the parameters in which efficiency is evaluated when comparing EBI to alternative instructional methods in higher education.


I would like to express my sincere gratitude to Dr. Benjamin Witts for his continued guidance and mentorship throughout this thesis.



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