Behavioral analysts have developed a number of methodologies, especially from the
stimulus equivalence paradigm, to investigate reading skills in children with learning
disabilities. However, few studies involving exclusion have proposed to investigate
reading teaching in individuals with atypical development. When it comes to children
with autism spectrum disorder (ASD), study has not been identified in the literature.
Therefore, this research aims to investigate whether the exclusion procedure combined to
CRMTS is effective to establish arbitrary relationships between figures and printed words
for children with ASD; if the naming of printed words emerges after training; and finally,
if the reading of new words occurs. The data indicate that the training involving the
exclusion and CRMTS procedures were effective to establish arbitrary relations between
figures and printed words with little exposure to errors and to generate the reading of the
dissyllable words in the naming tests. However, the procedure was not sufficient to
emerge the recombinative reading of the new words.
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