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| Innovative Applications of Equivalence Relations and Relational Frame Theory: From Basic Lab to Applied Practice |
| Sunday, May 25, 2025 |
| 6:00 PM–6:50 PM |
| Marriott Marquis, M2 Level, Marquis Salon 12-13 |
| Area: VBC/AUT; Domain: Basic Research |
| Chair: Jennifer Posey (Endicott College) |
| CE Instructor: Jennifer Posey, M.A. |
| Abstract: This symposium highlights a series of studies exploring the power of stimulus equivalence and relational frame theory (RFT) in the practical application of behavior intervention. A novel chaining procedure is explored which enhances stimulus recognition accuracy through equivalence training. Findings from two studies suggests equivalence training can be effectively applied to teach complex stimuli. The second presentation focuses on the transformation of valenced stimulus functions. This study reveals how positively and negatively valenced stimuli can be utilized to alter the stimulus function of neutral stimuli, providing critical insights into how emotions shape behavioral patterns. These findings have implications for clinical interventions targeting emotional regulation in a behavior intervention package. Finally, we explore the longitudinal outcomes of the practical application of equivalence and derived relational responding in an early intervention clinic utilizing the PEAK curriculum. The PEAK curriculum applies equivalence and derived relational responding to improve outcomes in the acquisition of complex language and cognition. Data from 60 participants indicate notable developmental gains across multiple domains. Together, these studies showcase how the application of stimulus equivalence and RFT can be utilized to affect socially significant outcomes. |
| Instruction Level: Advanced |
| Keyword(s): longitudinal outcomes, relational responding, RFT, stimulus equivalence |
| Target Audience: Advanced practitioners with a knowledge of basic stimulus equivalence relations and relational frame theory and how these apply to clinical practice. |
Learning Objectives: 1. describe how equivalence training can enhance recognition accuracy for novel stimuli and explain the implications of this training for improving cognitive tasks involving complex stimulus sets.
2. explain the process of how emotional valence can transform the functions of neutral stimuli and discuss the potential applications of this process in clinical settings, particularly in teaching emotional regulation
3. evaluate the long-term developmental outcomes of children undergoing PEAK intervention and discuss strategies for setting realistic treatment goals and managing expectations in early intervention programs for autism. |
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| Evaluating the Impact of Equivalence Training on Stimulus Recognition Accuracy: A Novel Chaining Procedure Study |
| MEAGAN GRASLEY (Endicott College, Kids on the Move), Craig A Marrer (Endicott College), Mark R. Dixon (University of Illinois at Chicago) |
| Abstract: A novel chaining procedure was employed across two experiments to assess the effects of equivalence training on stimulus recognition. Each study consisted of 60 participants recruited from an online experiment site who were randomly assigned to three groups. In baseline, participants were instructed to identify the correct stimulus in each row of a 4x6 grid. Rows 1, 2, 3, and 6 featured numbers, while rows 4 and 5 included Mandarin Chinese characters. The same four stimuli appeared in each of the six rows throughout the study, but they were randomly rotated in each trial set. Feedback was provided after each response. Groups 1 and 2 underwent match-to-sample equivalence training in a linear series format for the Mandarin Chinese characters. Group 3 did not receive equivalence training. The baseline phase was then repeated. One-way ANOVAs revealed that response accuracy for Groups 1, 2, and 3 did not differ significantly during the initial baseline. Accuracy significantly differed from the control group during the second baseline phase (p = 0.0031 and 0.0301). These results suggest that the equivalence training procedure enhanced accurate selection. |
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| The Transformation of Valenced Stimulus Functions |
| CRAIG A MARRER (Endicott College), Mark R. Dixon (University of Illinois at Chicago), Jennifer Posey (Endicott College) |
| Abstract: The transformation of stimulus emotive stimulus functions provides insights into the behavioral processes underlying clinically important phenomena. The current study assessed how valenced stimuli influence the emergence of derived relational responses. Ten participants completed the Affective Slider, a digital tool for measuring valence and arousal, to rate three valenced stimuli—positive, neutral, and negative—along with six arbitrary stimuli. They were then trained on three coordinated relational networks, each comprising one node and three members. After confirming network-consistent responses, the Affective Slider was administered again to evaluate if the valenced stimulus functions transformed the arbitrary stimuli. Results showed that all participants achieved network-consistent responding, and the positively and negatively valenced stimuli successfully altered the valenced (p < 0.0001, p < 0.0001) and arousal (p < 0.0001, p < 0.0001) functions of the arbitrary stimuli. Notably, there was no significant difference between pre-test and post-training scores for the neutrally valenced stimulus function (p = 0.5785, p = 0.7231). |
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Are We “Bridging the Gap?”: Longitudinal Outcomes of PEAK Intervention in an Early Intervention Clinic |
| CHRISTOPHER M. FURLOW (Canopy Children's Solutions), Jordan Belisle (Dynamic Behavior Science), Robyn Brewer (Canopy Children’s Solutions), Mary Nicole Nicole Thomason (Canopy Children's Solutions), Emmory Bridges (Canopy Children's Solutions) |
| Abstract: Early Intervention programs are designed to address a variety of skill deficits, perhaps most notably communication and language skills. Studies on this treatment model have reported significant gains for many children with autism. Practitioners are frequently tasked with person-centered planning, providing treatment dosage recommendations, and describing considerations that inform continuity of care. Normative data from Yi et al. (in prep) and complexity data from Belisle et al. (in prep) can be used to evaluate extended treatment gains and to predict longer term treatment outcomes that assist practitioners with these requirements. The purpose of PEAK intervention is to gradually "bridge the gap" between current performance and age-typical performance, to the greatest extent possible, and with the time available. Data from 60 participants undergoing PEAK training for 2-6 years were compared against typical developmental norms for the PEAK-DT and PEAK-G modules. Results showed increased performance relative to anticipated control outcomes in all cases; however, a gap in performance is likely to persist even with intensive intervention. The results of this study will be discussed in the context of informing crucial decision making for behavior analysts, parents and families, advocates, and providers when discussing client care and extended treatment programs. |
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