A Review of Empirical Relational Frame Theory Articles in Children and Adolescents with Developmental Disabilities

Abstract

The research initiated by the new behavioural-functional approach to the study of language and human cognition that contributes to Relational frame theory (RFT), has provided a large body of knowledge into areas traditionally dominated by cognitive psychology. In addition to a theoretical understanding of complex behaviour, this new tool enables the design of effective practice strategies for individuals deficient in these repertoires. This study analyzes the contributions made to date by the RFT in children and adolescents with developmental disabilities. A total of 58 articles were selected following the criteria established between 1986 and 2014, 23 of which included atypically developing participants and 35 typically developing. The results indicate an increasing amount of empirical evidence both in populations with typical and atypical development. However, most empirical research on RFT has been conducted with typically developing population. Possible future research necessary for a more complete study within the area of developmental disabilities, such as the relational frame of temporal, causality or hierarchical frame, is considered.