Facilitating repertoires of coordination, opposition distinction, and comparison in young children with autism.

Abstract

According to Relational Frame Theory (rft), repertoires of derived relational responding are essential for the development of human verbal behavior. As a result, the implications of relational framing for the education of developmentally disabled populations may be immense. Although at the level of process, there appears to be little difference among specific relational frames, there is potentially a natural sequence to their emergence in typical development. However, there is very little published evidence of training children across multiple frames consecutively. The current research comprised four studies that explored an extended sequence of training and testing in the relational frames of coordination, opposition, distinction, and comparison in a sample of nine young children with autism. The results demonstrate the relative ease with which relational deficits in these areas were remediated. In addition, the relationship between outcomes on the Verbal Behavior Milestones and Placement Program-Assessment (vb-mapp) and individual relational training requirements was investigated.

Relational responding: Testing, training, and sequencing effects among children with autism and typically developing children.

“…Relational responding test protocol. The sequence of testing relational responding followed in the current study is similar to that reported by Dunne et al (2014). In short, this sequence targeted four relational frames, each presented as both nonarbitrary and thereafter arbitrary trials in the following order: coordination; distinction, comparison, and opposition relations.…”

“…In a more recent study, Dunne et al (2014) sought to establish various repertoires of relational responding in children with autism who showed significant deficits in these skills.…”

“…In a more recent study, Dunne et al (2014) sought to establish various repertoires of relational responding in children with autism who showed significant deficits in these skills The training sequence implemented for participants involved establishing coordination, opposition, distinction, and comparison relations in that order, at least for two of the children with autism. The researchers and the data suggested that for some children, but clearly not for all, training of the initial relations may have facilitated the acquisition of relations trained subsequently.…”

Teoria ram relacyjnych (Relational Frame Theory, RFT) – współczesne, behawioralne podejście do języka i umiejętności poznawczych. Zastosowanie w terapii dzieci z zaburzeniami ze spektrum autyzmu

“…Mimo rosnącej liczby badań ukazujących efektywność interwencji nakierowanych na uczenie reagowania relacyjnego (Dunne, Foody, Barnes-Holmes, Barnes-Holmes, Murphy, 2014;Kent, Galvin, Barnes-Holmes, Murphy, Barnes-Holmes, 2017;Weil i in., 2011) wciąż pozostaje wiele niewiadomych dotyczących chociażby kolejności uczenia poszczególnych ram relacyjnych. Przedstawiciele RFT sugerują, że zdolności ramowania w relacjach koordynacji, wyróżnienia, porównania i przeciwieństwa ułatwiają rozwój relacji deiktycznych, odpowiadających za zaawansowane umiejętności społeczne -w tym przyjmowanie perspektywy (Luciano i in., 2009).…”

Desfusão cognitva na Terapia de Aceitação e Compromisso (ACT): o processo de mudança clínica

“…Ademais, outro conjunto de estudos empregou procedimentos de MET para ensinar tipos específicos de responder relacional e demonstrar mudanças significativas nesses repertórios, como no caso de molduras de coordenação (e.g., Barnes-Holmes, Barnes-Holmes, Roche & Smeets, 2011a;2011b;Dunne, Foody, Barnes-Holmes, Barnes-Holmes & Murphy, 2014;Gómez, López, Martín, Barnes-Holmes & Barnes-Holmes, 2007;Luciano, Becerra & Valverde, 2007;Rosales, Rehfeldt & Lovett, 2011;Varelas & Fields, 2015), oposição (e.g., Dunne, Foody, Barnes-Holmes, Barnes-Holmes & Murphy, 2014), distinção (e.g., Dunne, Foody, Barnes-Holmes, Barnes-Holmes & Murphy, 2014); comparação (e.g., Barnes-Holmes, Barnes-Holmes, Smeets, Strand & Friman, 2004;Berens & Hayes, 2007;Dunne, Foody, Barnes-Holmes, Barnes-Holmes & Murphy, 2014;Rossit & Goyos, 2015) e dêiticas (e.g., Baker, 2009;Gould, Tarbox, O'Hora, Noone & Bergstrom, 2011;Heagle & Rehfeldt, 2006;Melendéz, 2010;O'Neill & Weil, 2014;Rehfeldt, Dillen, Ziomel & Kowalchuk, 2007;Weil, Hayes & Capurro, 2011).…”