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    A Relational Frame Training Intervention to Raise Intelligence Quotients: A Pilot Study

    Cassidy, Sarah and Roche, Bryan and Hayes, Steven C. (2011) A Relational Frame Training Intervention to Raise Intelligence Quotients: A Pilot Study. The Psychological Record, 61. pp. 173-198.

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    The current research consisted of 2 studies designed to test the effectiveness of automated multiple-exemplar relational training in raising children’s general intellectual skills. In Study 1, 4 participants were exposed to multiple exemplar training in stimulus equivalence and the relational frames of SAME, OPPOSITE, MORE THAN, and LESS THAN across several sessions and weeks. WISC (III-UK) measures were taken at baseline, following stimulus equivalence training, and again following relational frame training. Matched against a no-treatment control group, experimental participants showed significant improvements in full-scale IQ following stimulus equivalence training, and a further significant rise following relational frame training. Study 2 administered an improved multiple-exemplar-based relational frame training intervention to 8 children with a range of educational and behavioral difficulties. In 7 of the 8 cases, full-scale IQ as measured by the WISC (IV-UK) rose by at least 1 SD; the improvement was statistically significant at the group level. These data have important implications for the behavioral analysis of intellectual skills and suggest the basis of an intervention to improve general cognitive functioning.

    Item Type: Article
    Keywords: Frame Training Intervention; Raise Intelligence Quotients;
    Academic Unit: Faculty of Social Sciences
    Faculty of Science and Engineering > Psychology
    Item ID: 2765
    Depositing User: Dr. Bryan Roche
    Date Deposited: 14 Oct 2011 11:58
    Journal or Publication Title: The Psychological Record
    Publisher: The Psychological Record, Southern Illinois University
    Refereed: Yes
      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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