Evaluation of Broad Skill Repertoire Changes Over 3 Months of PEAK Implementation in a Special Education Classroom

This study aims to systematically review the global trends in developmental disability research applying Relational Frame Theory (RFT). Initially, 1,405 research articles were searched, and following the PRISMA procedure, 58 studies focusing on developmental disabilities within the context of RFT were ultimately selected for analysis. This research meticulously examined the publication year, journal name, characteristics of participants, dependent variables, independent variables, research settings, and experimental designs of the selected studies. The analysis of the global trends in RFT-based developmental disability research revealed that studies span a variety of developmental disability types, with derived relational responding and verbal operants among the primary dependent variables, and RFT-based instructional strategies frequently serving as independent variables. The research settings were predominantly in schools and therapy rooms, with most participants being children and adolescents diagnosed with Autism Spectrum Disorder. Through this study, it was confirmed that RFT provides a significant theoretical and practical foundation for supporting language and cognitive development in the field of developmental disabilities. Based on the findings, the study suggests the need for expanding the scope and deepening the theoretical exploration of RFT-related research, discussing the limitations of the current study and directions for future research.

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Evaluation of Broad Skill Repertoire Changes Over 3 Months of PEAK Implementation in a Special Education Classroom

Cited by 2 publications

References 9 publications

Comparing Low Dosages of ABA Treatment on Children’s Treatment Gains and School Readiness

Comparing Low Dosages of ABA Treatment on Children’s Treatment Gains and School Readiness

A Systematic Analysis of Relational Frame Theory

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