Discussion
Equivalence-Based Instruction Equivalence-based instruction (EBI) allows for maximization of instructional efficiency because a client can learn more than the basic aspects of what is being taught (Wallace & Mayer, Sulzer-Azeroff, 2022). The approach is considered a stimulus equivalent approach where the learning of a single concept can be used to stimulate knowledge and mastery of other related concepts (Cooper, Heron & Heward, 2020). One objective that can be taught through equivalence-based instruction is learning of associations. Under this objective, learners can learn associations that are contextual based. For instance, in a mathematics class learners can be taught associations between numbers and shapes. A figure with three edges like a triangle can be associated with the number 3 and a figure with 5 edges like pentagon can be associated with the number 5. This same concept can be expanded in the same context to teach additions and subtractions. A teacher can help the students learn how to count when 3 and 5 are added together by counting the edges of the shapes. The objective of teaching associations can also be applied in a bilingual class where students are learning two different languages. For instance, a drawing of a ‘cat’ can easily be named and pronounced by English language learners. Spanish language learners would easily learn the English word equivalent of the word cat when the drawing is labeled ‘gato’. In this example, bilingual language students will not only master the name, but also learn how to draw and say the word in the two languages.