Bullying and its impact on mental health is a major concern in the United States (Arseneault, 2017). Multi-component bullying interventions have resulted in positive outcomes, such as teachers reporting better student behaviors (Crean & Johnson, 2013), increased teacher knowledge about bullying (Bell, Raczynski, & Horne, 2010), and increased student control of high-risk behaviors (Shure, 2001). Considering bullying behavior primarily as being a more complex behavior, one behavior intervention that has shown to be effective in teaching complex behaviors is the stimulus equivalence protocol. The purpose of the present study was to evaluate the effects of a stimulus equivalence protocol on teaching different bullying types to school-age children. A match-to-sample training protocol was utilized to teach relations between bullying type, examples of bullying, and an appropriate intervening response to a bullying type. In-situ generalization probes were additionally utilized to assess the participants ability to identify and respond to the various types of bullying. All participants demonstrated the ability to engage in derived relational responding to mastery criteria and reporting bullying to an adult during in-situ generalization probes.
Date of Degree
Master of Arts (MA)
Social and Behavioral Sciences
Sowle, C. (2019). Evaluating the effects of a stimulus equivalence protocol to teach bullying identification to school-aged children [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/935/
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