Correlating derived relational responding with linguistic and cognitive ability in children with Autism Spectrum Disorders

Moran, Laura; Walsh, Lisa C.; Stewart, Ian; McElwee, John; Ming, Siri

doi:10.1016/j.rasd.2014.12.015

Cited by 17 publications

(7 citation statements)

References 15 publications

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“…Behavior‐analytic researchers have begun conducting investigations examining possible mechanisms for language generativity (e.g., Miguel, , ; Miguel et al, ; Ming & Stewart, ; Moran, Walsh, Stewart, McElwee, & Ming, ; Stewart, McElwee, & Ming, ). Much of the work done on this topic is based upon one of three distinct theoretical frameworks: stimulus equivalence (Sidman, ; ), relational frame theory (RFT; Hayes et al, ), or naming (Horne & Lowe, ; ) also referred to as bidirectional naming or BiN (Miguel, ).…”

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confidence: 99%

The importance of multiple exemplar instruction in the establishment of novel verbal behavior

LaFrance

Tarbox

2019

J of App Behav Analysis

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According to traditional linguistic accounts language, and its generative nature, cannot be taught. From a behavior analytic perspective, language is like any other behavior; it is learned and amenable to change. Based upon Skinner's radical behavioral analysis of verbal behavior, specific procedures have been designed to promote novel verbal relations. However, despite the strength and utility of this approach, using behavioral principles to understand the generativity of language has been challenging. Dependent upon the specific theory (e.g., stimulus equivalence, relational frame theory, bidirectional naming) within the radical behavioral orientation, researchers arrange unique procedures to evaluate the variables responsible for this phenomenon. This paper presents the commonalities and differences of two procedures (i.e., multiple exemplar training, multiple exemplar instruction) with examples of research highlighting the use of both in producing generativity. Further, it describes how multiple exemplar instruction is independent from other procedures leading to this outcome, and concludes by providing recommendations for both research and practice.

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confidence: 99%

The importance of multiple exemplar instruction in the establishment of novel verbal behavior

LaFrance

Tarbox

2019

J of App Behav Analysis

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“…One such tool is the Training and Assessment of Relational Precursors and Abilities (TARPA; Moran, Stewart, McElwee, & Ming, 2010). Moran, Walsh, Stewart, McElwee, and Ming (2015) conducted an evaluation of the TARPA that extended all previous evaluations of the TARPA and found: (a) differences in performance across visual and auditory tasks in children with ASD, (b) that the TARPA correlated with other standardized assessments such as the Vineland Adaptive Behavior Scales (VABS), Preschool Language Scale 4th Edition (PLS-4), Gilliam Autism Rating Scale, and the Stanford-Binet 5, and (c) that the TARPA had relatively high test-retest reliability. Psychometric research on behavior analytic assessments is uncommon, yet needed, in order for them to be regarded highly by those outside the field of ABA.…”

Section: Assessmentmentioning

confidence: 99%

Moving toward complexity: Introduction to the special issue on derived relational responding

Najdowski

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McHugh³

2015

Research in Autism Spectrum Disorders

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“…A key feature of operant skills is that they are patterns of behavior that can be trained (cf., Kishita et al 2013;Moran et al 2015). SMART has previously been proposed as one way of training the generally adaptive operant repertoires that manifest as g. In an initial pilot study, Cassidy et al (2011) assessed the IQs of four children (aged 10-12) at baseline, following stimulus equivalence training (the most basic form of relational framing; cf., Sidman 1971), and finally, after SMART training.…”

Section: Introductionmentioning

confidence: 99%

Relational Operant Skills Training Increases Standardized Matrices Scores in Adolescents: A Stratified Active-Controlled Trial

2020

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In recent years, small-scale studies have suggested that we may be able to substantially strengthen children's general cognitive abilities and intelligence quotient (IQ) scores using a relational operant skills training program (SMART). Only one of these studies to date has included an active Control Condition, and that study reported the smallest mean IQ rise. The present study is a larger stratified activecontrolled trial to independently test the utility of SMART training for raising Nonverbal IQ (NVIQ) and processing speed. We measured personality traits, NVIQs, and processing speeds of a cohort of school pupils (aged 12-15). Participants were allocated to either a SMART intervention group or a Scratch computer coding control group, for a period of 3 months. We reassessed pupils' NVIQs and processing speeds after the 3-month intervention. We observed a significant mean increase in the SMART training group's (final n exp = 43) NVIQs of 5.98 points, while there was a nonsignificant increase of 1.85 points in the Scratch active-control group (final n cont = 27). We also observed an increase in processing speed across both conditions (final n exp = 70; n cont = 55) over Time. Our results suggest that relational skills training may be useful for improving performance on matrices tasks, and perhaps in future, accelerating children's progression toward developmental milestones.

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Correlating derived relational responding with linguistic and cognitive ability in children with Autism Spectrum Disorders

Cited by 17 publications

References 15 publications

The importance of multiple exemplar instruction in the establishment of novel verbal behavior

The importance of multiple exemplar instruction in the establishment of novel verbal behavior

Moving toward complexity: Introduction to the special issue on derived relational responding

Relational Operant Skills Training Increases Standardized Matrices Scores in Adolescents: A Stratified Active-Controlled Trial

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