Dunne, Sarah and Foody, Mairead and Barnes-Holmes, Yvonne and Barnes-Holmes, Dermot and Murphy, Carol
(2014)
Facilitating repertoires of coordination, opposition distinction,
and comparison in young children with autism.
Behavioral Development Bulletin, 19 (2).
pp. 37-47.
ISSN 1942-0722
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.
| Item Type: |
Article
|
| Keywords: |
coordination; distinction; opposition; comparative relations; |
| Academic Unit: |
Faculty of Science and Engineering > Psychology |
| Item ID: |
10600 |
| Depositing User: |
Dr. Carol Murphy
|
| Date Deposited: |
04 Mar 2019 15:57 |
| Journal or Publication Title: |
Behavioral Development Bulletin |
| Publisher: |
American Psychological Association |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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