MURAL - Maynooth University Research Archive Library

    Exploring the Sequence of Establishing Derived Relational Responding in Children with Global Developmental Delay

    Kent, Grainne (2014) Exploring the Sequence of Establishing Derived Relational Responding in Children with Global Developmental Delay. PhD thesis, National University of Ireland Maynooth.

    Download (1MB) | Preview

    Share your research

    Twitter Facebook LinkedIn GooglePlus Email more...

    Add this article to your Mendeley library


    The current research comprised two studies to investigate the emergence of derived relational responding in children with Global Developmental Delay (GDD). In Study 1, four children diagnosed with Autism Spectrum Disorder (ASD) and one child with Down's syndrome, were exposed to verbal assessments (the Verbal Behaviour Milestones Assessment and Placement Program, VB-MAPP; the Kaufman Brief Intelligence Test, K-BIT; and the Peabody Picture Vocabulary Test, PPVT) following which they were exposed to relational responding testing and training in the following sequence: co-ordination, distinction, comparison, opposition and hierarchy. All children demonstrated different levels of verbal and relational responding competencies however overall an intervention based on RFT was found to be successful in establishing relational responding in accordance with the targeted frames. In Study 2, four participants with ASD were exposed to a training sequence identical to that used in Study 1 however the location of comparison and opposition were alternated. Results found that participants in Study 2 demonstrated significantly better performances in the emergence of comparison relations than those in Study 1 suggesting that the manipulated sequence may have had an effect. Results also support the previously suggested developmental sequence of the emergence of derived relational responding with evidence of some relational frames emerging before others found. Furthermore results provide evidence of a relationship between relational responding and verbal ability.

    Item Type: Thesis (PhD)
    Keywords: Exploring; Sequence; Establishing; Derived Relational; Responding; Children; Global Developmental Delay;
    Academic Unit: Faculty of Science and Engineering > Psychology
    Item ID: 7741
    Depositing User: IR eTheses
    Date Deposited: 12 Jan 2017 14:36
      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

      Repository Staff Only(login required)

      View Item Item control page


      Downloads per month over past year

      Origin of downloads