| Sumario: | In two experiments, we used multiple probe designs to first examine the correlation between the presence of transformation of stimulus function (TSF) across math operants and the presence of TSF across saying and writing for spelling, and then tested the effects of the establishment of TSF across saying and writing words on the establishment of TSF across math operants. Eight middle school students with learning disabilities participated in Experiment 1. Four participants demonstrated TSF across saying and writing for spelling. The dependent variables of Experiment 1 were the accuracy and rate of solving word problems after receiving fluency training on math facts, and the number of counting strategies used when solving word problems. Results showed that all participants who demonstrated TSF demonstrated significant increases in accuracy and rate when solving word problems whereas three participants without TSF did not. Three participants subsequently participated in Experiment 2, which tested the effects of establishment of TSF across saying and writing words on the establishment of TSF across math operants. All three participants demonstrated increased accuracy and rate for word problems and extinction of counting strategies. The results of the two experiments suggested the importance of teaching math as a verbal behavior, in particular, as a speaker-as-own-listener behavior.
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