Using Equivalence-Based Instruction to Improve Expression and Comprehension of Emotional Metaphors for Children on the Autism Spectrum

Abstract

Metaphors are frequently used in daily life. Many children on the autism spectrum have difficulties in comprehending and generating metaphors. The purpose of this study was to evaluate an equivalence-based instruction (EBI) procedure aimed at improving comprehension and expression of emotions in metaphors. Four Chinese boys on the spectrum participated in this multiple probe design across emotions (i.e., angry, sad, happy, anxious, and fear) study. In this procedure, first, the instructor presented a picture of an emotion (A) with its commonly understood features (B) (e.g., facial expression—smile, nonverbal gestures—bouncing up and down). The child was taught the A→B relation by labeling the emotion and its corresponding features. Next, the instructor presented a picture of the stimulus used in a metaphor (C) sharing a similar feature (B) with the corresponding emotion. The child was taught the C→B relation by labeling the stimulus and its corresponding feature. After completion of the training, the untaught A→C (metaphorical expression, e.g., “What is happy like?”) and C→A (metaphorical comprehension, e.g., “If I say, “She is like a bouncing ball. How does she feel?”) relations were tested. Results indicated that the EBI procedure was functionally related to improved performance for metaphorical expression in three children and for metaphorical comprehension in two children. The use of EBI to facilitate the acquisition of metaphorical expression and comprehension for children on the spectrum is discussed.