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

402 Pages·2009·3.247 MB·English
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US $79.95 Psychology A D p Derived p e l Breakthrough Applied Behavior Analytic Techniques ic r PRACTICAL a i t v APPLICATIONS i o for Fostering Language and Cognitive Ability n e OF THE MOST s d Relational f o CURRENT r This book offers a series of revolutionary intervention programs for applied L R RESEARCH e e work in human language and cognition targeted at students with autism and a r l n a other developmental disabilities. It presents a program drawn from derived stimu- e r t Responding s lus relations that you can use to help students of all ages acquire foundational and i w o i advanced verbal, social, and cognitive skills. t n h A a u l The first part of this book provides step-by-step instructions for helping students t i R s m Applications for Learners with Autism learn relationally, acquire rudimentary verbal operants, and develop other basic e a language skills. In the second section of this book, you’ll find ways to enhance n s d p students’ receptive and expressive repertoires by developing their ability to read, O o and Other Developmental Disabilities spell, construct sentences, and use grammar. Finally, you’ll find out how to teach th n e d students to apply the skills they’ve learned to higher order cognitive and social r D i functions, including perspective-taking, empathy, mathematical reasoning, intel- e n v g e ligence, and creativity. This applied behavior analytic training approach will help l Three sections of skill-building o students make many substantial and lasting gains in language and cognition not p strategies to help individuals with m A possible with traditional interventions. e developmental disabilities: n t a l 2 Establish prerequisite skills for normal language D Progressive RUTH ANNE REHFELDT, PH.D., BCBA, is an associate professor in the Rehabilitation i s 2 Acquire early relational operants Institute of Southern Illinois University, Carbondale. She holds doctoral and master’s degrees a b in psychology from the University of Nevada and a bachelor’s degree in psychology from the i li Guide to 2 Speak with meaning & listen with understanding University of Puget Sound. She is also a board-certified behavior analyst. t i e s 2 Read with comprehension YVONNE BARNES-HOLMES, PH.D., is a lecturer in psychology in the department of psy- B chology at the National University of Ireland in Maynooth, Ireland. A Change 2 Use appropriate syntax R R N Foreword writer STEVEN C. HAYES, PH.D., is a University of Nevada Foundation Professor of E 2 E H Develop reasoning, problem solving & creativity Psychology at the University of Nevada, Reno. He is author of innumerable books and scientific S - F articles, including the successful acceptance and commitment therapy workbook Get Out of Your H E 2 Be more empathetic, observant & self-regulating Mind and Into Your Life. O L D L T ISBN: 978-1-57224-536-5 M E 57995 S EDITED BY RUTH ANNE REHFELDT, PH.D., BCBA & YVONNE BARNES-HOLMES, PH.D. newharbingerpublications, inc. www.newharbinger.com 9 781572 245365 FOREWORD BY STEVEN C. HAYES, PH.D. Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities A Progressive Guide to Change EDITED BY RUTH ANNE REHFELDT, PH.D., BCBA & YVONNE BARNES-HOLMES, PH.D. Context Press New Harbinger Publications, Inc. Publisher’s Note This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering psychological, financial, legal, or other professional services. If expert assistance or counseling is needed, the services of a competent professional should be sought. Distributed in Canada by Raincoast Books Copyright © 2009 by Ruth Anne Rehfeldt and Yvonne Barnes-Holmes New Harbinger Publications, Inc. 5674 Shattuck Avenue Oakland, CA 94609 www.newharbinger.com All Rights Reserved Acquired by Catharine Sutker; Cover design by Amy Shoup; Edited by Karen Stein; Text design by Tracy Carlson A copublication of New Harbinger Publications and Noetic Books PDF ISBN: 978-1-57224-874-8 The Library of Congress cataloged the print edition as: Derived relational responding : applications for learners with autism and other developmental disabilities / edited by Ruth Anne Rehfeldt and Yvonne Barnes-Holmes ; foreword by Steven C. Hayes. p. ; cm. Includes bibliographical references and index. ISBN-13: 978-1-57224-536-5 (hardcover : alk. paper) ISBN-10: 1-57224-536-0 (hardcover : alk. paper) 1. Autistic children--Rehabilitation. 2. Developmentally disabled children--Rehabilitation. I. Rehfeldt, Ruth Anne. II. Barnes- Holmes, Yvonne. [DNLM: 1. Autistic Disorder--rehabilitation. 2. Association Learning. 3. Conditioning, Operant. 4. Developmental Disabilities- -rehabilitation. 5. Reinforcement (Psychology) WM 203.5 D598 2009] RJ506.A9D457 2009 362.198’9285882--dc22 2008052211 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Thomas S. Higbee, Utah State University 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 . . . . . . . . . . . . . . . 25 W. Larry Williams and Marianne L. Jackson, University of Nevada, Reno CHAPTER 3 Observing Responses: Foundations of Higher-Order Verbal Operants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Dolleen-Day Keohane and Jo Ann Pereira Delgado, Columbia University Teachers College and CABAS; and R. Douglas Greer, Columbia University Graduate School of Arts and Science Teachers College CHAPTER 4 Joint Attention and Social Referencing in Infancy as Precursors of Derived Relational Responding . . . . . . . . . . . . . . . . 63 Martha Peláez, Florida International University CHAPTER 5 Establishing Mand and Tact Repertoires . . . . . . . . . . . . . . . . . . . . 79 Linda A. LeBlanc and Courtney M. Dillon, Western Michigan University; and Rachael A. Sautter, Y.A.L.E. School PART 2 Speaking with Meaning and Listening with Understanding CHAPTER 6 Nonrelational and Relational Instructional Control . . . . . . . . . . . 111 Jonathan Tarbox, Center for Autism & Related Disorders; Rachel S. F. Tarbox, Chicago School of Professional Psychology at Los Angeles; and Denis O’Hora, National University of Ireland, Galway CHAPTER 7 Naming and Frames of Coordination . . . . . . . . . . . . . . . . . . . . . 129 Caio F. Miguel, California State University, Sacramento; and Anna I. Petursdottir, Texas Christian University Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 iv Derived Relational Responding CHAPTER 8 Acquiring the Earliest Relational Operants: Coordination, Difference, Opposition, Comparison, and Hierarchy . . . . . . . . . . 149 Carmen Luciano, Miguel Rodríguez, Israel Mañas, and Francisco Ruiz, University of Almeria, Spain; Nicholas M. Berens, Center for Advanced Learning, Reno; Sonsoles Valdivia-Salas, University of Albany, New York CHAPTER 9 Applying Relational Operants to Reading and Spelling . . . . . . . . 171 Deisy G. de Souza, Julio C. de Rose, and Camila Domeniconi, Universidade Federal de São Carlos, Brazil CHAPTER 10 Syntax, Grammatical Transformation, and Productivity: A Synthesis of Stimulus Sequences, Equivalence Classes, and Contextual Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Harry A. Mackay, Northeastern University and Praxis Inc.; and Lanny Fields, Queens College and the Graduate School of the City University of New York CHAPTER 11 Extending Functional Communication Through Relational Framing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 Rocio Rosales and Ruth Anne Rehfeldt, Southern Illinois University PART 3 Self, Reasoning, Problem Solving, and Creativity CHAPTER 12 Training Analogical Reasoning as Relational Responding . . . . . . 257 Ian Stewart, National University of Ireland, Galway; Dermot Barnes-Holmes, National University of Ireland, Maynooth; and Tim Weil, University of Nevada, Reno v CHAPTER 13 Understanding and Training Perspective Taking as Relational Responding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 Louise McHugh, University of Wales, Swansea; and Yvonne Barnes-Holmes and Dermot Barnes-Holmes, National University of Ireland, Maynooth CHAPTER 14 Establishing Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 Sonsoles Valdivia-Salas, University of Albany, New York; Carmen Luciano, University of Almeria, Spain; Olga Gutiérrez-Martinez, University of Central Barcelona, Spain; and Carmelo Visdómine, Justice Administration, Madrid, Spain CHAPTER 15 Mathematical Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 Chris Ninness, James Holland, Glen McCuller, Robin Rumph, Sharon Ninness, and Jennifer McGinty, Stephen F. Austin State University; and Mark Dixon, Southern Illinois University CHAPTER 16 Developing Self-Directed Rules . . . . . . . . . . . . . . . . . . . . . . . . . . 335 Carmen Luciano, University of Almeria, Spain; Sonsoles Valdivia-Salas, University of Albany, New York; Francisco Cabello-Luque, Universigy of Murcia, Spain; and Monica Hernandez, Universigy of Jaén, Spain CHAPTER 17 Teaching Flexible, Intelligent, and Creative Behavior . . . . . . . . . . 353 Catriona O’Toole, Carol Murphy, and Dermot Barnes-Holmes, National University of Ireland, Maynooth; Jennifer O’Connor, ABACAS, Kilbarrack, Ireland Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 vi Derived Relational Responding Dear reader, Welcome to New Harbinger Publications. New Harbinger is dedicated to publishing books based on acceptance and commitment therapy (ACT) and its application to spe- cific areas. New Harbinger has a long-standing reputation as a publisher of quality, well- researched books for general and professional audiences. Most existing books in the ACT series focus on teaching either practitioners or members of the general public how to develop acceptance and mindfulness skills, and how to apply those skills to various aspects of their experience. Although theoretical con- structs and concepts are discussed to some extent in these books, they never take center stage. This book is different. It explicitly deals with relational frame theory, a new behav- ioral psychology of language and cognition that has emerged on many fronts over the past thirty years. Human behavior is qualitatively different from and more complex than animal behavior, and many would agree that it is the complexity of human language and cognition that sets us apart from nonhuman animals. So making advances in understand- ing how language and cognition work to our advantage and to our detriment is truly important. One of the goals of acceptance and commitment therapy is to help people move beyond the tyranny of the mind that brings so much unnecessary suffering into the lives of virtually all of us—not just people with clinical diagnoses. Because RFT provides an understanding of how the mind works, it is helpful for an ACT therapist (and in fact any other therapist) to know and understand RFT. However, psychotherapy is only one application of RFT, and this book makes it clear that RFT has much broader practical implications and applications. A glance at the table of contents will immediately show the incredibly broad scope of RFT. Indeed, what sets this book apart from other books on RFT is the formidable range of areas and applied topics from education and clinical psychology that are covered in it. Several of the chapters examine specific skills that are essential to all human functioning, such as reasoning (including mathematical reasoning), perspective taking, and establishing empathy. All chapters present a balance of theory, empirical data, and specific applications that bring theoretical concepts to life—often in the form of real-life or case examples. The authors also offer useful suggestions on how to apply RFT knowledge in a variety of contexts. As part of New Harbinger’s commitment to publishing books based on sound, scien- tific, clinical research, we oversee all prospective books for the Acceptance and Commitment Therapy Series. Serving as ACT series editors, we comment on proposals and offer guid- ance as needed, and use a gentle hand in making suggestions regarding the content, depth, and scope of each book. Books in the Acceptance and Commitment Therapy Series:  Have an adequate database, appropriate to the strength of the claims being made.  Are theoretically coherent. They will fit with the ACT model and under- lying behavioral principles as they have evolved at the time of writing.  Orient the reader toward unresolved empirical issues.  Do not overlap needlessly with existing volumes.

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