A Review of Empirical Relational Frame Theory Articles in Children and Adolescents with Developmental Disabilities
A Review of Empirical Relational Frame Theory Articles in Children and Adolescents with Developmental Disabilities
Main Article Content
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.
References
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O’Hora, D., Palaez, M. & Barnes-Holmes, D. (2005). Derived relational responding and performance on verbal subtests of the WAIS-III. The Psychological Record, 55, 155175.
O'Toole, C., Barnes-Holmes, D., Murphy, C., O'Connor, J. & Barnes-Holmes, Y. (2009). Relational Flexibility and Human Intelligence: Extending the remit of Skinner's Verbal Behavior. International Journal of Psychology & Psychological Therapy, 9(1), 1-17.
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Rehfeldt, R.A. & Barnes-Holmes, Y. (2009). Derived relational responding: Applications for learners with autism and other developmental disabilities. Oakland, CA: New Harbinger Publications, Inc.
Smeets, P., Barnes, D. & Roche, B. (1997). Functional equivalence in children. Derived stimulusresponse and stimulus-stimulus relations. Journal of Experimental Child Psychology, 66, 1-17.
Speckman, J.M., Greer, R.D. & Rivera-Valdes, C. (2012). Multiple Exemplar Instruction and the Emergence of Generative Production of Suffixes as Autoclitic Frames. The Analysis of Verbal Behavior, 28(1), 83-99.
Tarbox, J., Zuckerman, C.K., Bishop, M.R., Olive, M.L. & O'Hora, D.P. (2011). Rule-governed behavior: teaching a preliminary repertoire of rule-following to children with autism. The Analysis of Verbal Behavior, 27(1), 125-39.
Walsh, S., Horgan, J., May, R.J., Dymond, S. & Whelan, R. (2014). Facilitating relational framing in children and individuals with developmental delay using the relational completion procedure. Journal of the Experimental Analysis of Behavior, 101(1), 51-60.
Weil, T.M., Hayes, S.C. & Capurro, P. (2011). Establishing a Deictic Relational Repertoire in Young Children. The Psychological Record, 61, 371-390.
Wilson, K. & Luciano, C. (2002). Terapia de Aceptación y Compromiso. Un tratamiento conductual orientado a los valores. Madrid: Pirámide.
Baltruschat, L., Hasselhorn, M., Tarbox, J., Dixon, D.R., Najdowski, A., Mullins, R.D. & Gould, E.R. (2012). The effects of multiple exemplar training on a working memory task involving sequential responding in children with autism. The Psychological Record, 62, 549-562.
Barnes-Holmes, Y., Barnes-Holmes, D. & Smeets, P.M. (2004). Establishing relational responding in accordance with opposite as generalized operant behavior in young children.
International Journal of Psychology and Psychological Therapy, 4, 559-586.
Barnes-Holmes, Y., Barnes-Holmes, D., Smeets, P.M., Strand, P. & Friman, P. (2004). Establishing relational responding in accordance with more-than and less than as generalized operant behavior in young children. International Journal of Psychology and Psychological Therapy, 4, 531-558.
Berens, N.M. & Hayes, S.C. (2007). Arbitrarily applicable comparative relations: Experimental Evidence for relational operants. Journal of Applied Behavior Analysis, 40, 45-71.
Cassidy, S., Roche, B. & Hayes, S.C. (2011). A relational frame training intervention to raise Intelligence Quotients: A pilot study. The Psychological Record, 61, 173-198.
Devany, J.M., Hayes, S.C. & Nelson, R.O. (1986). Equivalence class formation in language-able and language-disabled children. Journal of the Experimental Analysis of Behavior, 46, 243-257.
Dunne, D., Foody, M., Barnes-Holmes, Y., Barnes-Holmes, D. & Murphy, C. (2014). Facilitating repertoires of coordination, opposition distinction, and comparison in young children with autism. Behavioral Development Bulletin, 19(2), 37-47.
Dymond, S., May, R.J., Munnelly, A. & Hoon, A.E. (2010) Evaluating the evidence base for relational frame theory: a citation analysis. The Behavior Analyst, 33(1), 97-117.
Gore, N.J., Barnes-Holmes, Y. & Murphy, G. (2010). The relationship between Intellectual Functioning and Relational Perspective-Taking. International Journal of Psychology and Psychological Therapy, 10(1), 1-17.
Gorham, M., Barnes-Holmes, Y., Barnes-Holmes, D. & Berens, N. (2009). Derived comparative and transitive relations in young children with and without autism. The Psychological record, 59(2), 221-246.
Gould, E., Tarbox, J., O'Hora, D., Noone, S. & Bergstrom, R. (2011). Teaching children with autism a basic component skill of perspective-taking. Behavioral Interventions, 26(1), 50-66.
Grannan, L. & Rehfeldt, R.A. (2012). Emergent intraverbal responses via tact and match-tosample instruction. Journal of Applied Behavior Analysis, 45(3), 601-605.
Hayes, S.C., Barnes-Holmes, D. & Roche, B. (2001). Relational frame theory: A post- Skinnerian account of human language and cognition. New York: Plenum.
Hayes, S.C. & Quiñones, R.M. (2005). Características de las operantes relacionales. Revista Latinoamericana de Psicología, 37(2), 277-289.
Lovett, S. & Rehfeldt, R.A. (2014). An evaluation of multiple exemplar instruction to teach perspective-taking skills to adolescents with Asperger Syndrome. Behavioral Development Bulletin, 19(2), 22-36.
Luciano, C., Gómez-Becerra, I. & Rodríguez-Valverde, M. (2007). The Role of MultipleExemplar Training and Naming in Establishing Derived Equivalence in an Infant. Journal of Experimental Analysis of Behavior, 87, 349-365.
Luciano, C., Ruiz, F.J., Vizcaíno-Torres, R.M., Sánchez-Martín, V., Gutiérrez-Martínez, O. & López-López, J.C. (2011). A relational frame analysis of defusion interactions in Acceptance and Commitment Therapy. A preliminary and quasi-experimental study with at-risk adolescents. International Journal of Psychology and Psychological Therapy, 11, 165-182.
May, R.J., Hawkins, E. & Dymond, S. (2013). Brief report: Effects of tact training on emergent intraverbal vocal responses in adolescents with autism. Journal of Autism and Developmental Disorders, 43(4), 996-1004.
McHugh, L., Barnes-Holmes, Y. & Barnes-Holmes, D. (2004). Relational frame account of the development of complex cognitive phenomena: Perspective-taking, false belief understanding, and deception. International Journal of Psychology & Psychological Therapy, 4, 303-324.
Miguel, C.F., Yang, H., Finn, H. & Ahearn, W.H. (2009). Establishing derived textual control in activity schedules with children diagnosed with autism. Journal of Applied Behavior Analysis, 42, 703-709.
Murphy, C. & Barnes-Holmes, D. (2009a) Establishing derived manding for specific amounts with
three children: an attempt at synthesizing Skinner’s verbal behavior with Relational Frame Theory. The Psychological Record, 59, 75-92.
Murphy, C. & Barnes-Holmes, D. (2009b). Derived more-less relational mands in children diagnosed with autism. Journal of Applied Behavior Analysis, 42(2), 253-268.
Murphy, C. & Barnes-Holmes, D. (2010). Establishing five derived mands in three adolescent boys with autism. Journal of Applied Behavior Analysis, 43(3), 537-541.
Murphy, C., Barnes-Holmes, D. & Barnes-Holmes, Y. (2005). Derived manding in children with autism: Synthesizing Skinner’s Verbal Behavior with relational frame theory. Journal of Applied Behavior Analysis, 38, 445-462.
O’Connor, J., Rafferty, A., Barnes-Holmes, D. & Barnes-Holmes, Y. (2009). The role of verbal
behavior, stimulus nameability, and familiarity on the equivalence performances of autistic and normally developing children. The Psychological Record, 59, 53-74
O’Hora, D., Palaez, M. & Barnes-Holmes, D. (2005). Derived relational responding and performance on verbal subtests of the WAIS-III. The Psychological Record, 55, 155175.
O'Toole, C., Barnes-Holmes, D., Murphy, C., O'Connor, J. & Barnes-Holmes, Y. (2009). Relational Flexibility and Human Intelligence: Extending the remit of Skinner's Verbal Behavior. International Journal of Psychology & Psychological Therapy, 9(1), 1-17.
Pérez-González, L.A., García-Asenjo, L., Williams, G. & Carnerero, J.J. (2007). Emergence of intra verbal antonyms in children with pervasive developmental disorder. Journal of Applied Behavior Analysis, 40(4), 697-701.
Persicke, A., Tarbox, J., Ranick, J. & St Clair, M. (2012). Establishing metaphorical reasoning in children with autism. Research in Autism Spectrum Disorders, 6(2), 913-920.
Persicke, A., Tarbox, J., Ranick, J. & St Clair, M. (2013). Teaching children with autism to detect and respond to sarcasm. Research in Autism Spectrum Disorders, 7(1), 193-198.
Ranick, J., Persicke, A., Tarbox, J. & Kornack, J.A. (2013). Teaching children with autism to detect and respond to deceptive statements. Research in Autism Spectrum Disorders, 7(4), 503-508.
Rehfeldt, R.A. & Barnes-Holmes, Y. (2009). Derived relational responding: Applications for learners with autism and other developmental disabilities. Oakland, CA: New Harbinger Publications, Inc.
Smeets, P., Barnes, D. & Roche, B. (1997). Functional equivalence in children. Derived stimulusresponse and stimulus-stimulus relations. Journal of Experimental Child Psychology, 66, 1-17.
Speckman, J.M., Greer, R.D. & Rivera-Valdes, C. (2012). Multiple Exemplar Instruction and the Emergence of Generative Production of Suffixes as Autoclitic Frames. The Analysis of Verbal Behavior, 28(1), 83-99.
Tarbox, J., Zuckerman, C.K., Bishop, M.R., Olive, M.L. & O'Hora, D.P. (2011). Rule-governed behavior: teaching a preliminary repertoire of rule-following to children with autism. The Analysis of Verbal Behavior, 27(1), 125-39.
Walsh, S., Horgan, J., May, R.J., Dymond, S. & Whelan, R. (2014). Facilitating relational framing in children and individuals with developmental delay using the relational completion procedure. Journal of the Experimental Analysis of Behavior, 101(1), 51-60.
Weil, T.M., Hayes, S.C. & Capurro, P. (2011). Establishing a Deictic Relational Repertoire in Young Children. The Psychological Record, 61, 371-390.
Wilson, K. & Luciano, C. (2002). Terapia de Aceptación y Compromiso. Un tratamiento conductual orientado a los valores. Madrid: Pirámide.