Six children from regular schools, three of them with ADHD (attention deficit/hiperactivity disorder) and learning disabilities, were submitted to seven experiments in order to evaluate equivalence class formation. The procedure included the manipulation of different variables, such as training structure, dimensional features of stimuli and reinforcing contingencies, in order to asses the impact of these factors on class formation. The obtained data showed that the changes in reinforcing nature seem to be quite critical in inducing observation responses, and heightening accuracy in matching according to the model. Multinodal training (in experiment 6) and size class (in experiment 1 and 2) diminished the "negative effects" of attention deficits in the three participants with ADHD. The results were discussed in terms of teaching technology that might reduce the consequences of attention deficits and impulsive behavior on academic performance.
attention deficit hiperactivity disorder (ADHD); learning disabilities; stimuli class formation; special education
