The current proposed study sought to extend the work conducted by Ostrosky et al. (2022). The research extension aimed to include and determine the effectiveness of EBI using three instructional models as group contingencies. The results compared the lecture instructional model and interdependent and individualized EBI research results of 10- and 11-year-old children in an elementary school setting. The current study's results anticipate the regulated influence of equivalence-based instruction in the elementary school curriculum and teacher lesson planning. The phases of this study include a pre-assessment, interdependent and individualized EBI training and testing, and lecture teaching as the control and a post-assessment. The study followed a multiple baseline design across three groups. A linear series training structure and simple to complex training and testing protocol were used during EBI to establish classes. Prompting procedures were used to train baseline relations for EBI instructional models. All training and testing were conducted using a match-to-sample format using the Quizizz.com platform. The results of the current study were consistent with those determined by Ostrosky et al. (2022). Despite the contingency, EBI was more effective than lectures in improving class-consistent responses on the written multiple-choice and sorting tests. Group contingency EBI was significantly more effective than lecture for written test performance. Individualized EBI did not produce more significant gains than those of the lecture written tests. The study results revealed that interdependent EBI yielded higher test scores in less time than the individualized EBI instructional model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]