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7/28/2011
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EXTENDING FUNCTIONAL
COMMUNICATION THROUGH
RELATIONAL FRAMING:
APPLICATIONS OF THE RFT
PARADIGM TO
EDUCATIONAL CURRICULARuth Anne Rehfeldt, PhD, BCBA-DLeigh Grannan, Clarissa S. Barnes,
Sadie Lovett, & Brooke Walker
Southern Illinois University
Objectives: Provide a brief overview of RFT and its relevance for
educational curricula Show how establishing frames of coordination can
promote early reading and related tasks Illustrate how basic naming repertoires can be
established Highlight instructional protocols for establishing
emergent intraverbals resulting from frames of coordination, temporal order, and opposition
Promote the applied utility of deictic frames in perspective-taking
Present research conducted to date that has inspired these protocols To contact me after my presentation, text 3OP to
INTRO (46876)
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Rehfeldt & Barnes-Holmes, Eds. (2009)
it would be a mistake to assume that
there is nothing of merit to be found in
(Skinner’s 1957) account from an RFT
(Relational Frame Theory)
perspective…combining Skinner’s work
with RFT will help us to develop a clear
and useful research agenda for the
behavior analytic study of human
language and cognition” (Barnes-
Holmes et al., 2000, p. 69).
Needed are economic & efficient
instructional strategies that promote
Inspirational Words
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BRIEF OVERVIEW OF
RFT
Relational Frame Theory
(Hayes, Barnes-Holmes, & Roche,
2001) Relating is operant behavior
Generalized, overarching, or higher order, operant class, similar to generalized imitation
Relating: responding to one event in terms of another (bigger, smaller, rounder, etc.) = nonarbitrary relations
Arbitrarily applicable: a relation brought to bear on any stimuli encountered in the appropriate relational context: occurs over the course of childhood (#s, money, time, etc.)
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What sort of learning history
gives rise to relating? Exposure to multiple exemplars across a variety of
contexts Caregiver differentially reinforces identification of
AND naming of objects (“say car,” “show me car”) IN A NUMBER OF CONTEXTS
Bidirectional responding is directly reinforced Symmetrical responding may then emerge w/ novel
stimuli in the right context (“is the same as,” “Matches,” “which is bigger than,” etc.)
Frame: the relation; the contextually controlled response; particular kinds of relational responding (Hayes et al. 2001)
Stimuli are not only related in terms
of equivalence A wide variety of relational responses are possible if
relating can be brought under contextual control
Mutual entailment: responding to one event in terms of the other (if A is larger than B, B is smaller than A)
Combinatorial entailment: 2 or more relations train mutually combine (if A is related to B, B to C, then A and C are related in that context)
Transformation of Functions: a function trained to one member of a relational network will be transformed with respect to the other stimuli in accordance with the relation between the stimuli (see Whelan et al., 2006)
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Evidence for Relating as Higher
Order Operant Luciano et al. (2007): showed that MET in
receptive symmetry relations (object/sound) facilitated emergence of visual-visual equivalence relations in child 15-23 mos. Of age.
Receptive symmetry emerged at 16 mos.
Visual-visual equivalence emerged following MET at 19 mos
Naming emerged following MET at 22-23 mos.
see also (Berens & Hayes, 2007)
SAMENESS RELATIONS:
READING/TEXTUAL
BEHAVIOR
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Sidman (1994) Account of Stimulus
Equivalence:
Picture names
dictated TO
subject
Pictures
Picture names
spoken BY
subject
Picture printed
names
AD
B
C
AB
CBB
CCD
BD
AC
Sidman, M. (1994). Equivalence Relations and
Behavior: A Research Story. Cambridge, MA:
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Why Important for the Establishment
of Reading Repertoires and In
General? 2 Components of Reading (De Souza, De Rose, Domeniconi, 2009)
Textual Behavior
Comprehension
Both components may be established in the absence of direct instruction
Means by which stimuli come to be symbolic for, or refer to, one another
Applications to Reading: (de Souza
et al., 2009) How to Expand the Reading Vocabulary and
go beyond the 20 words targeted in early Sidman studies?
Use words taught in the first unit as a baseline for teaching new words in the second unit (teach by exclusion; McIlvane & Stoddard, 1981)
Use training words from which recombinations of the within-syllable units are likely to combine into novel words (program for recombinative generalization; Mueller, Olmi, & Saunders, 2000)
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“Hat”
Hat Bus
“Bus”
Bus Toe
Exclusion Trial:
(bus is mastered)Control Trial:
(de Souza et al., 2009, p. 181)
Programming for Recombinative
Generalization:Training Words: Generalization Test Words:
pat
pop
pug
mat
mop
mug
Mueller et al., (2000)
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(de Souza et al., 2009)
Rehfeldt, R.A., & Root, S. L. (2005).
Establishing derived requesting skills in
adults with severe developmental disabilities.
JABA, 38, 101-105. Will a history of reinforced conditional
discriminations (names-pictures; names-text) establish derived manding/requesting skills in adults with severe communication deficits?
If individuals are taught to request desired items via picture exchange, and then are taught to relate those pictures to dictated names and dictated names to text, will they then use text to request desired items? (Functionality of text exchange for adults)
Will other verbal skills emerge from this history?
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“puzzle”
puzzle
U sed to m and for actual puzzle
Method Participants: three adults with severe MR &
little or no functional communication (IQs ≤ 30)
Request training procedure: Picture Exchange Communication System (PECS) (Frost & Bondy, 1994), Phases 1-3.
Selection of desired items: multiple stimulus preference assessment w/out replacement
Stimuli: desired items; dictated names (“A” stimuli), corresponding pictures (“B” stimuli), corresponding printed words (“C” stimuli)
Design: multiple probe design (Horner & Baer, 1978) across participants
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Participant
Sam Kenny Carl
Trace Pizza Candy
Tape Sandwich Mint
Puzzle Markers Trace
Preferred Items:
(Efforts made to ensure
similarity in word length)
Procedure Preliminary Testing
Test Probes:
Derived relations: B-A – names pictures; C-A – reads words; B-C/C-B matches words & pictures;
Derived Mand (uses “C” stimuli – printed words – to request desired items).
PECS Training (Phases 1-3)
Conditional Discrimination Training
A-B (matches dictated name to correct picture)
A-C (matches dictated name to correct text)
Test Probes
Training & testing conducted in 9 trial blocks; mastery criterion = 8/9 correct per block; probes presented after ea/ display of mastery
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.33
0
.33
.22
0
Sam
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
.22
.89
1
.89
Names
PicturesReads
Words
Matches
Pictures
to Words
Matches
Words to
PicturesDerived
Request
Pretest.67
0
.22
.11
0
Kenny
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
11
.89
1
.89 .89
Names
PicturesReads
Words
Matches
Pictures
to Words Matches
Words to
PicturesDerived
Request
Pretest
0 0
.22
.11
0
Carl
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Posttest
.89
1
.67
Names
Pictures
Reads
Words
Matches
Pictues
to Words
Matches
Words to
Pictures
Derived
Request
Prop
ortio
n of
Cor
rect
Resp
onse
s
Probes
First Pre-Test Probes
Final Post-Test Probes
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Rosales, R., & Rehfeldt, R.A. (2007). Contriving
transitive conditioned establishing operations to
establish derived manding skills in adults with
severe developmental disabilities. Journal of
Applied Behavior Analysis, 40, 105-121. Will a history of reinforced conditional
discrimination learning result in derived “pure” mands (under transitive CEO control) for items needed to complete a chained task?
(Learned EO in which one stimulus increases reinforcing value of 2nd stimulus – Michael, 1993)
Will other verbal skills emerge?
Participants: 3 individuals with severe or profound MR; IQ ≤ 36
PECS phases 1-3 (functionality of text exchange for adults)
Chained Tasks:
“Playing Music”
Pick up CD player
Open face of CD player
Select CD
Open CD case
Insert CD into CD player
Close CD player
Pick up headphones
Plug headphones into CD player
Push “play” button on CD player.
“Making Kool-Aid” Pick up pitcher
Pick up Kool-Aid® packet
Open packet completely
Empty packet into pitcher
Pick up water jug
Open water jug
Pour water into pitcher at least ½ full
Place jug back on table
Select spoon from table
Put spoon in pitcher of water
Stir until powder completely dissolves
Remove spoon from pitcher
Pick up lid
Place lid tightly on pitcher
Pick up cup
Pour Kool-Aid® into cup at least ½ full.
see also LeBlanc & Dillon, 2009 for
capturing and contriving MOs
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Stimuli A1A2A3
“HEADPHONES”
Stimuli B1B2B3
“SPOON”
Stimuli C1C2C3
“CUP”
Stimuli
A1B1C1
Stimuli
A2B2C2
Stimuli
A3B3C3
Preference Assessment : RAISD and MSWO
P.E.C.S Training& Chained Task
Mand Training within Chained Task
Conditional Discrimination Training : A-B
A-C Training
Mixed A-B and A-C
Post-Test Probes
Pre-Test Probes
Method
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B-A C-A B-C C-B Derived Mands
Lucy
0 0
1
.67
.78
.67
.89.89
.22
.89
.78
.89.89
.56
.45
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Pre-Test
Post-Test
Maintenance
Tony
0
1 1 1
.23
.33
.45
.56
.89.89 .89
.78.78
.89
.56
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
V ocal
R equesting
V ocal
R equesting
Pe
rce
nta
ge
of
Co
rre
ct
Re
sp
on
se
s p
er
Tri
al
Blo
ck
Miguel et al.
(2009) Similar procedure using
activity schedules Use this procedure to
establish emergent picture-text relations, and then substitute text in an activity schedule
Facilitates reading; appears more “grown-up”; approximates adult schedules and to-do lists
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SAMENESS RELATIONS:
NAMING
The Naming Hypothesis
(Horne & Lowe, 1996) What is the Name Relation? The Components of Naming:
1. Listener Behavior: verbal community establishes as discriminative a speaker’s (caregiver) vocal stimulus and socially appropriate (listener) behavior (i.e., orienting, using conventionally) evoked in the listener (child).
Child must discriminate speech patterns of others Caregivers must observe what child is looking at Caregiver models & differentially reinforces
conventional behavior w/ respect to object Listener repertoire extends to other physically similar
exemplars
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Components of the Name
Relation, cont. 2. Echoic Behavior:
Reproduction of the verbal responses of others are differentially reinforced
Caregiver imitate child; child imitates caregiver
*Child eventually responds as listener to own verbal utterance – now speaker-listener within same skin
Vocal behavior recedes to covert level; may have automatic conditioned reinforcing properties (Skinner 1957)
Generalizes to other exemplars that are physically similar
Components of the Name
Relation, cont. 3: Naming
Objects develop functional control over behavior
Tacting: response that shares a point-to-point correspondence with the antecedent stimulus and is maintained by generalized conditioned rft (Skinner, 1957).
Naming: Objects are then discriminative for tacting AND listener behavior – a bidirectional relation between objects & speaker-listener behavior that they occasion (Horne & Lowe, 199)
Extends to other exemplars of the class
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Naming as a Higher Order
Relation After so many exemplars in which listener,
echoic, and tacting behaviors are reinforced, a child need only hear a caregiver name a novel object a few times before the name relation emerges (Horne & Lowe, 1996)
Increasingly occur at covert level
Different hierarchies of naming: Individual items vs. class/category names
Application to Educational
Curricula:
(Miguel & Petursdottir, 2009) Not all children have the history with exemplars
for listener, echoic, and tacting behaviors
Not efficient (see Horne et al., 2004) to teach listener training first (Lowe et al., 2002)
May be more efficient to establish tact repertoire first
Intersperse tact and listener trials during instruction
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1. Prerequisites:
Generalized echoic
A number of basic tacts and listener relations for same items
Instructional control over those skills
2. Tact Training
3. Listener Test for Stimuli Used in Tact Training
4. Multiple exemplar training and testing: train one listener behavior for a stimulus reliably tacted at a time, test for listener behavior, etc.
Application to Educational
Curricula:
(Miguel & Petursdottir, 2009)
Rosales, R., Rehfeldt, R. A., & Lovett, S. (in press).
An Evaluation of Multiple Exemplar Training on the
Emergence of Derived Relations in Preschool
Children Learning a Second Language. The
Analysis of Verbal Behavior. Application of derived stimulus relations
protocol to Spanish-speaking pre-school
children learning English as a second
language
Will multiple exemplar training facilitate the
emergence of simple English picture-name
relations in young children?
Teach A-B (listener training w/4 objects
using Eng.name)
Test B-A (speaker/oral naming of objects
using Engl. Name)
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Implications for Practitioners
MET of speaker and listener skills seems to
mirror what happens when a child becomes a
speaker & listener within the same skin
(Greer, 2005)
Importance of training parents to provide
MET
Small group instruction: More advanced
learners can learn from observing other
children model some of the skills
42
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SAMENESS RELATIONS &
EMERGENT INTRAVERBALS
Emergent Intraverbals via
Relational Responding (Sameness)
Will the following instructional sequence produce derived intraverbals in children with ASD?
Tact Stimuli by Individual and “Function, Feature, & Class” (FFC) Names
Sort Stimuli based on FFC
Will participants answer questions about items based on FFC in the absence of reinforcement?
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Participants
Two 5 year-old children with autism
VB-MAPP goals derived from Level 3 curriculum (30 – 48 mos)
• Treatment goals included: responding intraverbally to WH questions, following multi-step instructions, following instructions including prepositions, tacting with complete sentences, sharing with peers
Pre/Posttest Probes
Michael:
What are four body parts?
What are four things in the bathroom?
What are four musical instruments?
What are four things that take you places?
Richard:
What are four vehicles?
What are four body parts?
What are four kinds of furniture?
What are four kinds of clothing?
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Training Stimuli
Michael Richard
Simple Tact Training
Each child tacts pictures (9 for each of 4
categories) on 34 out of 36 trials on 2
consecutive sessions
Instruction “What is it?”
Target Response: correct name for the
picture depicted in the card (e. g.,
“toothpaste”, “airplane”, “feet”)
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Richard:
Tact Training
FFC Tact Training
Tacts category name for the 36 pictures (9
for each of 4 categories) 8 out of 9 trials
on 2 consecutive sessions
Instruction “What is a (picture name)?”
Target Response: correct category (i. e.,
“things that take you places”, “body parts”,
“musical instruments”, “things in the
bathroom”)
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Sorting by FFC
Sorts 36 pictures (9 for each of 4
categories) on 34 out of 36 trials on 2
consecutive sessions
51
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Michael:
Sorting
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Trial Blocks to Criteria
Trial Blocks to Criteria
Training Phase Michael Richard
Simple Tact Training 7 25
Category Tact Training 18 105
Sorting Training 2 2
Total Training Trial Blocks 27 132
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0
1
2
3
4
5
6
7
8
9
10
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59
Takes you places
Body Parts
Bathroom
Musical Instruments
0
1
2
3
4
5
6
7
8
9
10
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59
Vehicles
Body Parts
Furniture
Clothing
Intraverbal Probes
Nu
mb
er o
f C
orr
ect
Intr
aver
bal
Res
po
nse
s
Pre-Training Post-Training
Intraverbal Categorization Michael
Richard
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FRAMES OF TIME
(BEFORE; AFTER):
EMERGENT
INTRAVERBALS
Illinois Early Learning
Standards (K-1) Math
Understand relationships of items and numbers (more than, less than, the same as)
Nonstandard measurements (bigger than, smaller than, the same as)
Construct a daily schedule (before, after, now, later)
Science Describe items based on senses (smoother than,
rougher than / hotter than, colder than / bigger than, smaller than, sweeter than)
Understand weather patterns (warmer than, colder than)
Understand season patterns (before, after)
Social Sciences Understanding money (more than, less than, the same
as)
Understand past, present, future (before, after, now)
Become aware of holidays (before, after)
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Emergent Intraverbals via
Relational Responding (I.
Sameness/Coordination)
Will the following instructional sequence
produce derived intraverbals in academically
“at risk” 1st graders?
Tact Stimuli using holiday and month
names
Sameness: Match Holidays to Months in
which they occur
Will participants answer questions about in
what months different holidays occur?
Emergent Intraverbals via
Relational Responding (II. Temporal Order)
Will the following instructional sequence
further produce derived intraverbals in
academically “at risk” 1st graders?
Temporal Order: Conditionally relate stimuli
(months) in terms of which comes before
and after
Will participants answer questions about
the temporal order of months?
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Same
After
Before
Coordination Pretest (A-B,
B-A)Coordination Intraverbal Pretest (A-
B, B-A)Coordination Training
(A-B)Coordination Posttest (A-B,
B-A)
Coordination Intraverbal Posttest (A-
B, B-A)
Skip coordination
training if the
participant
scores >90% on
the pretest
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Coordination Testing
What month is
Halloween in?
What
holiday is
in July?
Holiday (A) –
Month (B)
Match-to-
SampleMonth (B) –
Holiday (A)
Intraverbal
Coordination Training
Holiday (A) –
Month (B)
Match-to-
Sample
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Coordination MTS
Pretest
Temporal Order Testing
Is October
before or after
May?
Is Father’s
day before
or after
Thanksgivi
ng?
Months
Match-to-
SampleHolidays
Intraverbal
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Temporal Order Training
BeforeMatch-to-
Sample
After
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Comparison Intraverbal
Pretest
Preliminary Data -
Coordination
Reese
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FRAMES OF OPPOSITION:
ANTONYMS & SYNONYMS &
EMERGENT INTRAVERBALS
Emergent Intraverbals via
Relational Responding:
A
B C
Same Opposite
Opposite
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MTS Task with Pictures
Trained relations via MTS
A is the same as B
A is the opposite of C
Pretest/Posttest MTS Probes
B is the opposite of C
C is the opposite of B
Will the following instructional sequence
produce derived intraverbals in children with
ASD?
Tact Stimuli using individual (i.e., river) and
adjective (i.e., “narrow”) names
Sameness Matching (“put with the same”)
Opposition Matching (“put with the
opposite”)
Will participants then answer questions
about opposite and same (“what is the
opposite of narrow?”
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Picture Stimulus Sets
Set A stimuli B stimuli C stimuli
1 Wide River Broad River Narrow River
Wide Bridge Broad Bridge Narrow Bridge
Wide Doorway Broad Doorway Narrow Doorway
2 Rough Seashell Bumpy Seashell Smooth Seashell
Rough Water Bumpy Water Smooth Water
Rough Road Bumpy Road Smooth Water
3 More M&Ms Many M&Ms Few M&Ms
More Roses Many Roses Few Roses
More Pizza Slices Many Pizza Slices Few Pizza Slices
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Test Probe Data Sheet Sample
Session: 1 2 3 4 5 6 7
Turn the cue card to “Opposite”. Present each trial as it is indicated on the data sheet with the instruction “Point
to opposite”. Circle the comparison stimulus that the participant selects for each trial. If the participant selects
more than one stimulus circle both on the data sheet, if the participant does not provide a response score NR.
Correct stimuli are indicated on the data sheet in bold. No feedback or error correction should be provided for
test probes.
Trial Sample
Stimulus
Comparison
1
Comparison
2
Comparison
3
Comparison
4
Comparison
5
1 B1 C1 X A1 X X NR
2 C1 B1 X A1 X X NR
3 B7 C7 X A7 X X NR
4 B5 X X C5 X A5 NR
5 B4 C4 X A4 X X NR
Participant: _________________________
Observer: _________________________
Primary Reliability
Date: ____________________________
Phase: Pretest Posttest
Sample
Comparison 3 Comparison 1 Comparison 4 Comparison 2 Comparison 5
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Pretest/Posttest Probes: Derived
Intraverbal Responding
Derived Relations Tests:
B to A (“What’s the same as broad?”)
B to C (“What’s the opposite of broad?”)
C to B (“What are opposites of narrow?”)
Sample Data Sheet
Trial Instruction Relation Response
1 C - What are opposites of Few? C-A Many + − NR
C-B More + − NR
2 B - What is the opposite of Broad? B-C Narrow + − NR
3 C - What are opposites of Smooth? C-A Rough + − NR
C-B Bumpy + − NR
4 B - What is opposite of More? B-C Few + − NR
5 B - What is the same as Broad? B-A Wide + − NR
6 B - What is the opposite of Bumpy? B-C Smooth + − NR
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Pilot Participant
Pilot Study
6 year-old child with PDD-NOS
Age equivalent for his total language
score on the Preschool Language Scale-
4th edition (PLS-4) was 5-years, 3-months
Is currently requiring multiple exemplar
instruction on sameness/opposite
matching and intraverbals. Stay tuned.
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DEICTIC FRAMES:
PERSPECTIVE-TAKING
RFT Analysis of Perspective-Taking
› RFT posits a # of relations in addition to SAMENESS (opposition, comparison, deictic)
› Perspective-Taking is generalized operant responding involving “deictic” relations (cannot be traced to the formal dimensions of the stimuli (Barnes-Holmes et al., 2001)
› Speaker is required to change perspectives between different references of :
› Person (I vs. You);› Place (Here vs. There); › Time (Now vs. Then). › Emerges following a reinforced history of
responding to questions such as:› “What were you doing THEN”› “What would you do if you were ME “› “What will you do when you get THERE”
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McHugh, Barnes-Homes, & Barnes-
Holmes (2004): Developed comprehensive “Barnes-Holmes Protocol:” Three deictic relations of I-You, Here-There, and Now-Then.
› Simple Relations I-You Here-There Now-Then Example: “I have a red brick and you have a green brick. Which brick do I
have? Which brick do you have?”
› Reversed Relations I-You Here-There Now-Then Example: “I am sitting here on the red chair and you are sitting there on the
blue chair. If here was there and there was here, which chair would you be sitting on? Which chair would I be sitting on?
› Double Reversed I-You/Here-There Here-There/Now-Then Example: “Yesterday I was sitting there on the pink couch, today I am sitting
here on the purpole couch. If here was there and there was here and if now was then and then was now, where would I be sitting then? Where would I be sitting now?
Presented in conversational format Errors decreased systematically as a function of age of children
Rehfeldt et al., 2007:
Overall Mean Percentage Errors ASD
vs Age-matched Controls 2X3 Mixed ANOVA (Group by Relation)
Main effect of relational complexity; Wilk’s λ, F (2, 15) = 12.870, p = .001
Pairwise Comparisons showed sig. differences btw simple and reversed with more errors on reversed (p < .001)
Near significant
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Davlin, Rehfeldt, & Lovett (in
press) Created a new protocol targeting the
same frames and relations as the
McHugh & Rehfeldt et al. studies
MORE NATURALISTICALLY
Children’s books were selected and
read by the experimenter to create the
perspective-taking task
Would MET facilitate emergence of
novel deictic relations?
Used multiple probe design
Pre and Posttest Probes
15 trials assessing simple relations
11 trials assessing reversed relations
11 trials assessing double reversed
relations
Completed before and after training
No feedback was provided
Reinforcement provided for good working,
attending, and listening to adult instruction
after 3 trials
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Pre and Posttest Protocol
SIMPLE RELATIONS
CINDERELLA
I-Character
You are reading books with me, Cinderella is doing chores. (pg 2)
What are you doing? (Reading books)
What is Cinderella doing? (Chores)
REVERSED RELATIONS
THE BEST TEA PARTY EVER
Now-Then
Sarina is at the store, earlier you were at home. If now was then and then was now. (pg. 3)
Where were you then? (At the store)
Where is she now? (At home)
DOUBLE REVERSED RELATIONS
LOLA AT THE LIBRARY
I-Character/ Now-Then
You are waiting for recess now, earlier you were at home sleeping; Lola gave back books earlier, now she is looking
for more books. (pg 8)
If you were Lola and now was then what would you be doing? (Looking for more books)
If Lola were you and then was now what would Lola be doing? (Sleeping at home)
Training
15 trials assessing simple relations
11 trials assessing reversed relations
11 trials assessing double reversed relations
Introduced after stability during pre-test
probes
If participant responded correctly
performance specific feedback was provided
“Great, if you were Cinderella and Cinderella were
you, you’d be doing chores and she would be
reading.”
If participant responded incorrectly, error
correction was implemented
“No, say ----.”
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Training ProtocolSIMPLE RELATIONS
SNOW WHITE
Here-There
You are here at school, the prince in there in the courtyard. (pg. 28)
Where are you? (School)
Where is the prince? (Courtyard)
REVERSED RELATIONS
THE LEAMONADE STAND
I-Character
You are reading books; Jason is selling lemonade. If you were Jason and Jason were you. (pg. 4)
What are you doing? (Selling lemonade)
What is Jason doing? (Reading books)
DOUBLE REVERSED RELATIONS
WHEN DAD GOT LOST
I-Character/Now-Then
Earlier you were at home sleeping now you are at school reading; now dad is at the store shopping earlier he was at home. (pg 1)
If you were dad and then was now what would you be doing? (Shopping)
If dad was you and now was then what would he be doing? (At school)
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Simple
Reversed
Double Reversed
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Sessions
P3
Per
cen
tage
Corr
ect
Multiple Probe Design: Percent correct on pre and
posttest scores
P2
P1
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More ways to Teach Perspective-
Taking Naturalistically:
Lovett & Rehfeldt, study underway Investigate effects of MEI for teaching perspective-taking to young adults with high-functioning autism
Experiment 1
Examine generalization to standardized ToM tasks following MEI
Experiment 2
Examine brain activation before and after MEI
Experiment 1
Adaptation of Barnes-Holmes protocol Perspective relations related to: Identity (I-you), location (here-there), and time
(now-then)
Scenarios incorporating real-world interactions
Integration of SLP tools to enhance face validity
Social Language Development Scenes for Group Therapy (LinguiSystems, 2011)
Enhanced scores on Theory of Mind Inventory (Lerner et al., 2010) Parent-report measure
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Hannah is afraid because she is getting a shot at the doctor’s office. The nurse is annoyed because Hannah won’t hold still while she gives her a shot.
How does Hannah feel?
Afraid Annoyed
Simple I-you
relation
Hannah is afraid because she is getting a shot at the doctor’s office. The nurse is annoyed because Hannah won’t hold still while she gives her a shot.
If Hannah were the nurse, how would she feel?
Annoyed Afraid
Reversed I-you
relation
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Before, Katie was feeling helpful because she was doing the dishes with her sister. Now, Katie is feeling worthless because she accidentally broke a dish.
How did Katie feel then?
Worthless Helpful
Simple now-then
relation
Before, Katie was feeling helpful because she was doing the dishes with her sister. Now, Katie is feeling worthless because she accidentally broke a dish.
If now were then, how would Katie feel now?
Worthless Helpful
Reversed now-then
relation
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Susan is feeling glad because she earned a break here in the reading room. Emily is feeling disappointed because she hasn’t finished her work, and she is there at her desk.
Where is Emily?
Desk Reading Room
Simple here-there
relation
Susan is feeling glad because she earned a break here in the reading room. Emily is feeling disappointed because she hasn’t finished her work, and she is there at her desk.
If here were there, where would Emily be?
Reading Room Desk
Reversed here-there
relation
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Now, Hannah is afraid because she is getting a shot at the doctor’s office. Later, Hannah will be happy because she is going to the ice cream shop. Now, the nurse is annoyed because Hannah won’t hold still while she gives her a shot. Later, the nurse will be relieved because she is going to get a massage at the spa.
If Hannah were the nurse and if now were then, how would Hannah feel now?
Afraid Annoyed RelievedHappy
Double reversed
I-you/now-then
relation
There in music class Susan was excited because she finished her work and earned free time. Susan is feeling glad because she earned a break here in the reading room. There in the cafeteria Emily was pleased because pizza was being served. Emily is feeling disappointed because she hasn’t finished her work, and she is here at her desk.
If Susan were Emily and if here were there, how would Susan feel there?
Pleased Disappointed ExcitedGlad
Double reversed
I-you/here-there
relation
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Conclusions: Need more applied work on RFT and areas of
curricula where it would be useful
Need more naturalistic approaches for conducting MET and establishing relating repertoires (i.e.., parent training, small group instruction, naturalistic activities)
Need to coordinate with other approaches (i.e., Verbal Behavior, DI, PT, etc.)
To contact me after my presentation, text 3OP to INTRO (46876)
EXTENDING FUNCTIONAL
COMMUNICATION THROUGH
RELATIONAL FRAMING:
APPLICATIONS OF THE RFT
PARADIGM TO
EDUCATIONAL CURRICULARuth Anne Rehfeldt, PhD, BCBA-DLeigh Grannan, Clarissa S. Barnes,
Sadie Lovett, & Brooke Walker
Southern Illinois University
