Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities: A Progressive Guide to Change

by Ruth Anne Rehfeldt PhD, BCBA (Editor), Yvonne Barnes-Holmes PhD (Editor), Steven C. Hayes PhD (Foreword by)

Overview

Copublished with Context Press

Derived Relational Responding offers a series of revolutionary intervention programs for applied work in human language and cognition targeted at students with autism and other developmental disabilities. It presents a program drawn from derived stimulus relations that you can use to help students of all ages acquire foundational and advanced verbal, social, and cognitive skills.

The first part of Derived Relational Responding provides step-by-step instructions for helping students learn relationally, acquire rudimentary verbal operants, and develop other basic language skills. In the second section of this book, you'll find ways to enhance students' receptive and expressive repertoires by developing their ability to read, spell, construct sentences, and use grammar. Finally, you'll find out how to teach students to apply the skills they've learned to higher order cognitive and social functions, including perspective-taking, empathy, mathematical reasoning, intelligence, and creativity. This applied behavior analytic training approach will help students make many substantial and lasting gains in language and cognition not possible with traditional interventions.

Product Details

ISBN-13:	9781608826391
Publisher:	New Harbinger Publications
Publication date:	04/02/2009
Sold by:	Barnes & Noble
Format:	eBook
Pages:	400
File size:	7 MB

About the Author

Ruth Anne Rehfeldt, PhD, BCBA, is professor of behavior analysis and therapy at Southern Illinois University in Carbondale, IL. She holds doctoral and master’s degrees in psychology from the University of Nevada, Reno; and a bachelor’s degree in psychology from the University of Puget Sound. She is also a board-certified behavior analyst. Ruth Anne is a fellow of the Association for Behavior Analysis International, and previous editor of The Psychological Record. She has published numerous articles in the area of verbal behavior and derived relational responding for individuals with autism spectrum disorder (ASD) and other developmental disabilities.
Yvonne Barnes-Holmes, PhD, is lecturer in psychology in the Department of Psychology at the National University of Ireland, in Maynooth, Ireland.
Steven C. Hayes, PhD, is Nevada Foundation Professor in the department of psychology at the University of Nevada, Reno. He has been president of numerous professional organizations, is author of forty-five books and nearly 650 scientific articles, and is among the most cited living psychologists. He has shown in his research how language and thought leads to human suffering, and is originator and codeveloper of acceptance and commitment therapy (ACT): a powerful therapy method that is useful in a wide variety of areas; relational frame theory (RFT): an empirical program in language and cognition; and process-based therapy (with Stefan G. Hofmann).

Table of Contents

Series Editor Letter vii

Foreword: An Applied Behavioral Psychology of Language and Cognition ix

Introduction and Acknowledgments 1

Part 1 Establishing the Prerequisites for Normal Language

Chapter 1 Reinforcer Identification Strategies and Teaching Learner Readiness Skills Thomas S. Higbee 7

Chapter 2 The Assessment of Basic Learning Abilities (ABLA) and Its Relation to the Development of Stimulus Relations in Persons with Autism and Other Intellectual Disabilities W. Larry Williams Marianne L. Jackson 25

Chapter 3 Observing Responses: Foundations of Higher-Order Verbal Operants Dolleen-Day Keohane Jo Ann Pereira Delgado R. Douglas Greer 41

Chapter 4 Joint Attention and Social Referencing in Infancy as Precursors of Derived Relational Responding Martha Pelaez 63

Chapter 5 Establishing Mand and Tact Repertoires Linda A. LeBlanc Courtney M. Dillon Rachael A. Sautter 79

Part 2 Speaking with Meaning and Listening with Understanding

Chapter 6 Nonrelational and Relational Instructional Control Jonathan Tarbox Rachel S. F. Tarbox Los Angeles; Denis O'Hora 111

Chapter 7 Naming and Frames of Coordination Caio F. Miguel Sacramento; Anna I. Petursdottir 129

Appendix 143

Chapter 8 Acquiring the Earliest Relational Operants: Coordination, Difference, Opposition, Comparison, and Hierarchy Carmen Luciano Miguel Rodriauez Israel Manas Francisco Ruiz Nicholas M. Berens Reno; Sonsoles Valdivia-Salas 149

Chapter 9 Applying Relational Operants to Reading and Spelling Deisy G. de Souza Julio C. de Rose Camila Domeniconi 171

Chapter 10 Syntax, Grammatical Transformation, and Productivity: A Synthesis of Stimulus Sequences, Equivalence Classes, and ContextualControl Harry A. Mackay Lanny Fields 209

Chapter 11 Extending Functional Communication Through Relational Framing Rocio Rosales Ruth Anne Rehfeldt 237

Part 3 Self, Reasoning, Problem Solving, and Creativity

Chapter 12 Training Analogical Reasoning as Relational Responding Ian Stewart Dermot Barnes-Holmes Maynooth; Tim Weil 257

Chapter 13 Understanding and Training Perspective Taking as Relational Responding Louise McHugh Yvonne Barnes-Holmes Dermot Barnes-Holmes 281

Chapter 14 Establishing Empathy Sonsoles Valdivia-Salas Olga Gutierrez-Martinez Carmelo Visdomine 301

Chapter 15 Mathematical Reasoning Chris Ninness James Holland Glen McCuller Robin Rumph Sharon Ninness Jennifer McGinty Stephen F. Austin Mark Dixon 313

Chapter 16 Developing Self-Directed Rules Carmen Luciano Sonsoles Valdivia-Salas Francisco Cabello-Luque Monica Hernandez 335

Chapter 17 Teaching Flexible, Intelligent, and Creative Behavior Catriona O'Toole Carol Murphy Dermot Barnes-Holmes Maynooth; Jennifer O'Connor Kilbarrack 353

Index 375