The current article examines patterns of adult responding to different types of more-than and less-than relations, as well as procedures for facilitating responding in accordance with these relations. Using parameters suggested in the three-term series literature, the more-than and less-than relations were separated into six distinct trial types. Systematic comparisons were then drawn between repeated test exposures, the provision of automated feedback, and the presentation of nonarbitrary trials. The results showed that feedback was the most effective intervention for facilitating responding to the target relations. When feedback and nonarbitrary trials were combined, their impact was only marginally better than either intervention alone. These findings are discussed in terms of relational frame theory and interventions for remediating deficits in derived relational responding. the concept of emergent stimulus relations has been of interest to behavior analysts for over 30 years (e.g., Sidman, 1971). this interest has led to the development of a number of theoretical approaches that offer different definitions of stimulus relations and different accounts of how they emerge naturally or how they can be established for purposes of experimentation or interventions. For example, Sidman (1994) offered a mathematical set theory of stimulus equivalence in terms of reflexivity, symmetry, and transitivity. in contrast, with relational frame theory (rFt), the multiple types of stimulus relations (beyond equivalence per se) were of more concern, and the role of multiple exemplar training has been emphasized in their development or establishment (Hayes, Barnes-Holmes, & roche, 2001).

Virtual reality (VR) and augmented reality (AR) programs have proliferated significantly in recent years and they are finding their way into different educational and therapeutic purposes. This systematic review aims at analyzing the virtual reality and augmented reality programs designed to promote the development of social skills in individuals with intellectual disability. Searches were carried out in the Scopus, Science Direct, Springer and Web of Science databases in the period from 2005 to 2020. A total of six articles met the inclusion criteria. A descriptive data analysis was performed. The results show that the clinical profile of the individuals who participated in the interventions is diverse. It can be concluded that there is some scientific evidence that points to the usefulness of VR and AR in the development of intervention programs to improve the social skills of individuals diagnosed with developmental deficits. However, it is necessary to acknowledge methodological limitations such as the lack of control groups, follow-up measures and of generalization of the results.

No abstract

No abstract

No abstract