MURAL - Maynooth University Research Archive Library

    Teaching Derived Relational Responding to Young Children

    Barnes-Holmes, Yvonne and Barnes-Holmes, Dermot and McHugh, Louise (2004) Teaching Derived Relational Responding to Young Children. Journal of Early and Intensive Behavioral Intervention, 1. pp. 4-10.

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    Although it employs a relatively small array of behavioral concepts and processes, Relational Frame Theory provides an account of how some of the most complex verbal events can be understood behaviorally and may be established systematically. In the current paper, the findings from a research agenda that has clear and widespread implications for educational practice are summarized. This exciting research initiative consists of studies in which both simple and relatively complex forms of derived relational responding have been targeted for assessment and remediation using interventions driven by Relational Frame Theory. A key theme running throughout the diverse content covered in this research program is the role of a basic understanding of relational responding in the teaching of critical cognitive or verbal repertoires in children. The article argues that identifying the core relational units involved in these cognitive skills, and targeting their fluid and flexible development with appropriate training, will lead to significant improvements in the methods used in many educational settings.

    Item Type: Article
    Keywords: Responding to young children, Teaching young children
    Academic Unit: Faculty of Science and Engineering > Psychology
    Item ID: 396
    Depositing User: Yvonne Barnes-Holmes
    Date Deposited: 07 Sep 2006
    Journal or Publication Title: Journal of Early and Intensive Behavioral Intervention
    Publisher: Joseph Cautilli
    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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