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The methods used in Sidman’s original studies on equivalence classes provide a framework for analyzing functional verbal behavior. Sidman and others have shown how teaching receptive, name-referent matching may produce rudimentary oral reading and word com-prehension skills. Eikeseth and Smith (1992) have extended these findings by showing that children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A stimulus class analysis suggests ways to examine (a) the problem of programming generalization from teaching situations to other environments, (b) the expansion of the repertoires that occur in those settings, and (c) the use of naming to facilitate these forms of generalization. Such research will help to clarify and extend Horne and Lowe’s recent (1996) account of the role of verbal behavior in the formation of stimulus classes. DESCRIPTORS: naming, stimulus classes, stimulus equivalence, generalization, ap-plication of basic research Sidman’s early research on stimulus equiv-alence in individuals with mental retardation is viewed by many as a prototype for the behavioral analysis of rudimentary languag