Individuals pursuing their Board Certified Behavior Analyst® (BCBA®) certification are expected to have an understanding of behavior analytic terminology. In the past 10 years, demand for BCBAs® has grown significantly (Deochand & Fuqua, 2016; Behavior Analyst Certification Board, 2021). One way to teach individuals terminology is via equivalence-based instruction (EBI) and Match-to-Sample (MTS). The present study examined the use of EBI to teach six graduate students behavior analytic terminology. Using a multiple probe across behaviors design replicated across participants, participants were taught 30 different behavior analytic terms, definitions, and examples via a MTS teaching procedure. Participants were then assessed on their performance of untaught relations in a MTS, or selection-based, format as well as a written intraverbal format. While emergent intraverbal responding was limited, all participants demonstrated emergent selection-based responding. The results of this study can inform instructors preparing individuals seeking their BCBA® certification. Keywords: Equivalence-based instruction, Match-to-Sample, conditional discrimination, selection-based responding, topography-based responding
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