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All participants formed the equivalence classes and showed maintenance when probes contained novel negative exemplars. Thereafter, participants took a second paper\u2010and\u2010pencil test. Participants in the control group received two versions of the paper\u2010and\u2010pencil test without equivalence\u2010based instruction. All participants in the experimental group showed increased paper\u2010and\u2010pencil test scores after forming the interaction\u2010indicative equivalence classes. Class\u2010indicative responding also generalized to novel exemplars and the novel question format used in the paper\u2010and\u2010pencil test. Test scores did not change with repetition for control group participants. 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