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


    Kent, Grainne and Galvin, Edel and Barnes-Holmes, Yvonne and Murphy, Carol and Barnes-Holmes, Dermot (2017) Relational responding: Testing, training, and sequencing effects among children with autism and typically developing children. Behavioral Development Bulletin, 22 (1). pp. 94-110. ISSN 1942-0722

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    Abstract

    Relational Frame Theory (RFT) proposes that derived relational responding is crucial to the development of verbal behavior. According to RFT, typically-developing children acquire the ability to derive relations through natural language interactions. In contrast, children with autism often do not acquire these skills as readily and require interventions to target their development. Limited research has examined the optimal training context for establishing the core relational skills, such as the sequence in which the relations might be optimally trained. The current research comprised three studies to investigate the emergence of specific relational responding repertoires in typically-developing children and children with autism. The results demonstrate that the typically-developing children had a fluent repertoire of these relational skills, while those with autism demonstrated significant deficits. The results shed some light on the possible role of training sequence.

    Item Type: Article
    Additional Information: This is the preprint version of the published article, which is available at Kent, G., Galvin, E., Barnes-Holmes, Y., Murphy, C., & Barnes-Holmes, D. (2017). Relational responding: Testing, training, and sequencing effects among children with autism and typically developing children. Behavioral Development Bulletin, 22(1), 94-110. http://dx.doi.org/10.1037/bdb0000041
    Keywords: typically developing children; autism spectrum disorder; relational frame theory; derived relational responding; training sequence;
    Academic Unit: Faculty of Science and Engineering > Psychology
    Item ID: 10611
    Identification Number: https://doi.org/10.1037/bdb0000041
    Depositing User: Dr. Carol Murphy
    Date Deposited: 06 Mar 2019 16:56
    Journal or Publication Title: Behavioral Development Bulletin
    Publisher: American Psychological Association
    Refereed: Yes
    URI:

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