Peer-Reviewed Journal Details
Mandatory Fields
Ming, S,Mulhern, T,Stewart, I,Moran, L,Bynum, K
2018
January
Journal Of Applied Behavior Analysis
Training class inclusion responding in typically developing children and individuals with autism
Published
Optional Fields
class inclusion hierarchy nonarbitrary relational training relational frame theory CATEGORIZATION
51
53
60
In a class inclusion task, a child must respond to stimuli as being involved in two different though hierarchically related categories. This study used a Relational Frame Theory (RFT) paradigm to assess and train this ability in three typically developing preschoolers and three individuals with autism spectrum disorder, all of whom had failed class inclusion tests. For all subjects, relational training successfully established the target repertoire and subsequent testing demonstrated both maintenance and generalization. Limitations and future research directions are discussed.
10.1002/jaba.429
Grant Details
Publication Themes