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| Relational Frame Theory: Implications for Training and Treatment |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Back Bay A |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: David Rourke (Franciscan Children's Hospital) |
| Abstract: . |
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| The Role of Relational Frame Theory in Staff Training |
| ROBYN E. STEWART (Simmons College) |
| Abstract: With the demand for empirically validated instructional strategies increasing, the need for well-trained staff to deliver behavioral instruction becomes an issue of significant concern. Many staff may acquire basic skills during classroom-based training, however they have significant difficulty applying these skills within an instructional environment. The conceptual model of Relational Frame Theory suggests that organisms are able to learn to respond arbitrarily to one stimulus when it is presented with another stimulus, and the organism’s response will be determined by the history of reinforcement for that response. When this concept was applied to staff training procedures, staff members not only learned the basic functions of behavior, but were able to apply this information to the natural teaching environment. After learning about possible motivations of behavior, staff members were able to relate this previously acquired knowledge to novel situations and determine the appropriate response even when the students’ target behaviors and the required staff response were topographically dissimilar. |
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| Relational Frame Theory: Implications for Parent Training |
| HEATHER LYNN LEWIS (Simmons College) |
| Abstract: Eight parents of children between 24-36 months diagnosed with Autism Spectrum Disorders were administered pre and post-test questionnaires to assess the effect of Relational Frame Theory on a parent training protocol teaching a behavioral analytic approach. Results showed families who were formally taught specific concepts and terminology used in behavioral interventions were able to derive accurate descriptions of the intervention their child was receiving in comparison to pre-treatment surveys. The results of this study aid in further understanding of Relational Frame Theory in applied settings and also help assist in the development of successful parent training modules. |
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| Using Antecedent Based Strategies to Expand a Child’s Repertoire of Accepted Foods: The Application of Relational Frame Theory |
| KARA MUIRHEAD (Simmons College) |
| Abstract: Previous studies that address the issue of food selectivity have mainly taken place in clinical settings. Limited research exists where interventions to increase a child’s repertoire of accepted foods have occurred in the natural setting. Interventions such as escape extinction, physical redirection, negative reinforcement and fading have been successful in increasing food acceptance. This subject was chosen due to parental concern regarding his extremely limited food repertoire. Assessment results revealed less than 10 foods or condiments existed in the child’s food repertoire. In this study, a multi-component treatment package was designed that focused on antecedent based strategies and transfer of stimulus control in order to increase a child’s repertoire of foods across food groups. In order to prepare the child for mealtime events, a social story was one component that was implemented. The results demonstrate that antecedent based approaches are successful in increasing the selection of foods for this child. The results of this study are linked to the principles of Relational Frame Theory |
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| Relational Frame Theory for the Treatment of Asperger Syndrome |
| DAVID ROURKE (Franciscan Children's Hospital), Akari Hayashi (Franciscan Children's Hospital) |
| Abstract: Adolescents with a diagnosis of Asperger Syndrome often present with skill deficits that render them socially inappropriate. However, these same individuals often possess a wealth of knowledge and, from an academic standpoint, function at grade level. The purpose of this presentation is to demonstrate how the principles of Relational Frame Theroy was used to effectively address social skill deficits in four adolecent males with a diagnosis of Asperger Syndrome. |
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