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| A Review of Tactics to Enhance Delivery of Interventions Aimed to Improve Verbal Behavior |
| Saturday, September 3, 2022 |
| 4:00 PM–4:50 PM |
| Meeting Level 1: Liffey B |
| Area: VRB |
| Instruction Level: Intermediate |
| Chair: Amanda D. Kelly (NUI Maynooth) |
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| Using Relational Frame Theory and Acceptance and Commitment Training in Behavior-Analytic Services: Practical Tips for Behavior Analysts Working in Applied Settings |
| Domain: Service Delivery |
| AMANDA D. KELLY (Firefly Autism; NUI Maynooth), Michelle Ellen Kelly (National College of Ireland ) |
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| Abstract: When addressing complex behavior that may be influenced by covert verbal behaviour, behaviour analysts may improve treatment efficacy by understanding the role of relational framing and the transformation of stimulus function (ToSF), and by examining behaviour from the perspective of acceptance and commitment training (ACTr). Specifically, gaining a more comprehensive understanding of relational framing, ToSF, and ACTr may facilitate practitioners to engage in a more thorough analysis of behaviour, potentially resulting in more effective interventions for socially significant change. The aim of this paper is to provide behavior analysts with information and guidance on using relational frame theory (RFT) and ACTr in behavior-analytic services. Firstly, the most pertinent components of RFT will be outlined, with their relevance for every-day behaviour analytic services highlighted. Subsequently, the benefits of employing ACTr in applied behaviour analysis (ABA) will be explained, including descriptions and practical examples of how to use ACTr within ABA settings. Overall, we aim to advance knowledge and understanding in this area, and encourage a greater number of behavior analysts to adopt RFT and ACTr practices in applied settings. |
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Successful Interventions to Strengthen Bidirectional Naming: A Systematic Literature Review |
| Domain: Applied Research |
| VIBEKE HAALAND (Affiliation 1: OsloMet – Oslo Metropolitan University
Affiliation 2: Ecura Supervision and Habilitation
), Heidi Skorge Olaff (OsloMet - Oslo Metropolitan University ), Per Holth (OsloMet -- Oslo Metropolitan University) |
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| Abstract: Horne and Lowe (1996) introduced the theory of naming as an higher-order operant and a milestone in language development. When naming is established, individuals can demonstrate both listener- and speaker responses to novel stimuli, simply from observing another person’s tacts (cf. full bidirectional naming; F-BiN). The purpose of the present study was to identify behavioral interventions that successfully strengthen F-BiN in children, published between the groundbreaking publication by Horne and Lowe in 1996 and 2020. A systematic review identified 22 empirical studies that met predetermined inclusion criteria. The studies were analyzed according to participants, assessments, experimental design, measures of BiN, intervention provided and the quality of the experiments–reliability and treatment integrity. The results showed successfully the emission of BiN in eight studies of multiple-exemplar instruction. Four studies demonstrated that stimulus-stimulus pairing was a favorable intervention to establish BiN. Also, six single-intervention studies led to the emergence of BiN such as intensive tact instruction, echoic training, peer-yoked contingency, incidental language-learning experience, and conditioning social stimuli and visual- and auditory stimuli as reinforcers, but replications are necessary. Recommendations of procedures that strengthen BiN will be discussed, as well as relevant behavioral principles that contribute to make the interventions successful. |
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