Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities

Ruth Anne Rehfeldt & Yvonne Barnes-Holmes

Description

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.

Sujets

• Sociologie, société et politique
• Psychotherapy

Informations

• Publié par: New Harbinger Publications
• Date de parution: 01 janvier 0001
• Nombre de lectures: 0
• EAN13: 9781572248748
• Langue: English
• Poids de l'ouvrage: 3 Mo

Extrait

PRACTICAL Derived OF THE MOST APPLICATIONS CURRENT Relational RESEARCH Responding Applications for Learners with Autism and Other Developmental Disabilities

A Progressive Guide to Change

Three sections of skillbuilding strategies to help individuals with developmental disabilities: 2 Establish prerequisite skills for normal language 2 Acquire early relational operants 2 Speak with meaning & listen with understanding 2 Read with comprehension 2 Use appropriate syntax 2 Develop reasoning, problem solving & creativity 2 Be more empathetic, observant & selfregulating

EDITED BY RUTH ANNE REHFELDT, PH.D., BCBA & YVONNE BARNESHOLMES, PH.D. FOREWORD BY STEVEN C. HAYES, PH.D.

DerivedRelationalResponding 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.

Publiser’s Note hîs pubîcatîon îs desîgned to provîde accurate and autorîtatîve înormatîon în regard to te subject matter covered. It îs sod wît te understandîng tat te pubîser îs not engaged în renderîng psycoogîca, inancîa, ega, or oter proessîona servîces. I expert assîstance or counseîng îs needed, te servîces o a competent proessîona soud be sougt.

Distributed in Canada by Raincoast Books

Copyrigt © 2009 by Rut Anne Refeldt and Yvonne Barnes-Holmes New Harbinger Publications, Inc. 5674 Sattuck Avenue Oakland, CA 94609 www.newarbinger.com

All Rigts Reserved

Acquired by Catarine Sutker; Cover design by Amy Soup; 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

he Library of Congress cataloged te print edition as:

Derived relational responding : applications for learners wit autism and oter developmental disabilities / edited by Rut Anne Refeldt and Yvonne Barnes-Holmes ; foreword by Steven C. Hayes.  p. ; cm. Includes bibliograpical references and index. ISBN-13: 978-1-57224-536-5 (ardcover : alk. paper) ISBN-10: 1-57224-536-0 (ardcover : alk. paper) 1. Autistic cildren--Reabilitation. 2. Developmentally disabled cildren--Reabilitation. I. Refeldt, Rut Anne. II. Barnes- Holmes, Yvonne. [DNLM: 1. Autistic Disorder--reabilitation. 2. Association Learning. 3. Conditioning, Operant. 4. Developmental Disabilities- -reabilitation. 5. Reinforcement (Psycology) WM 203.5 D598 2009] RJ506.A9D457 2009 362.198’9285882--dc22  2008052211

Contents

Series Editor Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

FOREWORD An Applied Beavioral Psycology of Language and Cognition . . .ix

Introduction and Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . 1

PART 1 Establising te Prerequisites for Normal Language

CHAPTER 1 Reinforcer IdentiIcatîon Strategîes and Teacîng earner Readîness Skîs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 homas S. Hîgbee, Uta State Unîversîty

CHAPTER 2 he Assessment o Basîc earnîng Abîîtîes (ABA) and ïts Reatîon to te Deveopment o Stîmuus Reatîons în Persons wît Autîsm and Oter ïnteectua Dîsabîîtîes. . . . . . . . . . . . . . . 25 W. arry Wîîams and Marîanne . Jackson, Unîversîty o Nevada, Reno

CHAPTER 3 Observîng Responses: Foundatîons o HîgerOrder Verba Operants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 DoeenDay Keoane and Jo Ann Pereîra Degado, Coumbîa Unîversîty Teacers Coege and CABAS; and R. Dougas Greer, Coumbîa Unîversîty Graduate Scoo o Arts and Scîence Teacers Coege

CHAPTER 4 Joînt Attentîon and Socîa Reerencîng în ïnancy as Precursors o Derîved Reatîona Respondîng . . . . . . . . . . . . . . . . 63 Marta Peáez, Forîda ïnternatîona Unîversîty

CHAPTER 5 Estabîsîng Mand and Tact Repertoîres . . . . . . . . . . . . . . . . . . . . 79 înda A. eBanc and Courtney M. Dîon, Western Mîcîgan Unîversîty; and Racae A. Sautter, Y.A..E. Scoo

PART 2 Speakîng wît Meanîng and îstenîng wît Understandîng

CHAPTER 6 Nonreatîona and Reatîona ïnstructîona Contro. . . . . . . . . . . 111 Jonatan Tarbox, Center or Autîsm & Reated Dîsorders; Race S. F. Tarbox, Cîcago Scoo o Proessîona Psycoogy at os Angees; and Denîs O’Hora, Natîona Unîversîty o ïreand, Gaway

CHAPTER 7 Namîng and Frames o Coordînatîon . . . . . . . . . . . . . . . . . . . . . 129 Caîo F. Mîgue, Caîornîa State Unîversîty, Sacramento; and Anna ï. Petursdottîr, Texas Crîstîan Unîversîty

Appendîx . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

îv Reatîona Respondîng Derîved

CHAPTER 8 Acquîrîng te Earîest Reatîona Operants: Coordînatîon, Dîference, Opposîtîon, Comparîson, and Hîerarcy . . . . . . . . . . 149 Carmen ucîano, Mîgue Rodríguez, ïsrae Mañas, and Francîsco Ruîz, Unîversîty o Amerîa, Spaîn; Nîcoas M. Berens, Center or Advanced earnîng, Reno; Sonsoes VadîvîaSaas, Unîversîty o Abany, New York

CHAPTER 9 Appyîng Reatîona Operants to Readîng and Speîng . . . . . . . . 171 Deîsy G. de Souza, Juîo C. de Rose, and Camîa Domenîconî, Unîversîdade Federa de São Caros, Brazî

CHAPTER 10 Syntax, Grammatîca Transormatîon, and Productîvîty: A Syntesîs o Stîmuus Sequences, Equîvaence Casses, and Contextua Contro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Harry A. Mackay, Norteastern Unîversîty and Praxîs ïnc.; and anny Fîeds, Queens Coege and te Graduate Scoo o te Cîty Unîversîty o New York

CHAPTER 11 Extendîng Functîona Communîcatîon hroug Reatîona Framîng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 Rocîo Rosaes and Rut Anne Reedt, Soutern ïînoîs Unîversîty

PART 3 Se, Reasonîng, Probem Sovîng, and Creatîvîty

CHAPTER 12 Traînîng Anaogîca Reasonîng as Reatîona Respondîng . . . . . . 257 ïan Stewart, Natîona Unîversîty o ïreand, Gaway; Dermot BarnesHomes, Natîona Unîversîty o ïreand, Maynoot; and Tîm Weî, Unîversîty o Nevada, Reno

v

CHAPTER 13 Understandîng and Traînîng Perspectîve Takîng as Reatîona Respondîng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 ouîse McHug, Unîversîty o Waes, Swansea; and Yvonne BarnesHomes and Dermot BarnesHomes, Natîona Unîversîty o ïreand, Maynoot

CHAPTER 14 Estabîsîng Empaty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 Sonsoes VadîvîaSaas, Unîversîty o Abany, New York; Carmen ucîano, Unîversîty o Amerîa, Spaîn; Oga GutîérrezMartînez, Unîversîty o Centra Barceona, Spaîn; and Carmeo Vîsdómîne, Justîce Admînîstratîon, Madrîd, Spaîn

CHAPTER 15 Matematîca Reasonîng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 Crîs Nînness, James Hoand, Gen McCuer, Robîn Rump, Saron Nînness, and Jennîer McGînty, Stepen F. Austîn State Unîversîty; and Mark Dîxon, Soutern ïînoîs Unîversîty

CHAPTER 16 Deveopîng SeDîrected Rues . . . . . . . . . . . . . . . . . . . . . . . . . . 335 Carmen ucîano, Unîversîty o Amerîa, Spaîn; Sonsoes VadîvîaSaas, Unîversîty o Abany, New York; Francîsco Cabeouque, Unîversîgy o Murcîa, Spaîn; and Monîca Hernandez, Unîversîgy o Jaén, Spaîn

CHAPTER 17 Teacîng Fexîbe, ïnteîgent, and Creatîve Beavîor. . . . . . . . . . 353 Catrîona O’Tooe, Caro Murpy, and Dermot BarnesHomes, Natîona Unîversîty o ïreand, Maynoot; Jennîer O’Connor, ABACAS, Kîbarrack, ïreand

ïndex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375

vî  Derîved Reatîona Respondîng

Dear reader, Wecome to New Harbînger Pubîcatîons. New Harbînger îs dedîcated to pubîsîng books based on acceptance and commîtment terapy (ACT) and îts appîcatîon to spe cîIc areas. New Harbînger as a ongstandîng reputatîon as a pubîser o quaîty, we researced books or genera and proessîona audîences. Most exîstîng books în te ACT serîes ocus on teacîng eîter practîtîoners or members o te genera pubîc ow to deveop acceptance and mînduness skîs, and ow to appy tose skîs to varîous aspects o teîr experîence. Atoug teoretîca con structs and concepts are dîscussed to some extent în tese books, tey never take center stage. hîs book îs dîferent. ït expîcîty deas wît reatîona rame teory, a new beav îora psycoogy o anguage and cognîtîon tat as emerged on many ronts over te past tîrty years. Human beavîor îs quaîtatîvey dîferent rom and more compex tan anîma beavîor, and many woud agree tat ît îs te compexîty o uman anguage and cognîtîon tat sets us apart rom nonuman anîmas. So makîng advances în understand îng ow anguage and cognîtîon work to our advantage and to our detrîment îs truy împortant. One o te goas o acceptance and commîtment terapy îs to ep peope move beyond te tyranny o te mînd tat brîngs so muc unnecessary suferîng înto te îves o vîrtuay a o us—not just peope wît cînîca dîagnoses. Because RFT provîdes an understandîng o ow te mînd works, ît îs epu or an ACT terapîst (and în act any oter terapîst) to know and understand RFT. However, psycoterapy îs ony one appîcatîon o RFT, and tîs book makes ît cear tat RFT as muc broader practîca împîcatîons and appîcatîons. A gance at te tabe o contents wî îmmedîatey sow te încredîby broad scope o RFT. ïndeed, wat sets tîs book apart rom oter books on RFT îs te ormîdabe range o areas and appîed topîcs rom educatîon and cînîca psycoogy tat are covered în ît. Severa o te capters examîne specîIc skîs tat are essentîa to a uman unctîonîng, suc as reasonîng (încudîng matematîca reasonîng), perspectîve takîng, and estabîsîng empaty. A capters present a baance o teory, empîrîca data, and specîIc appîcatîons tat brîng teoretîca concepts to îe—oten în te orm o reaîe or case exampes. he autors aso ofer useu suggestîons on ow to appy RFT knowedge în a varîety o contexts. As part o New Harbînger’s commîtment to pubîsîng books based on sound, scîen tîIc, cînîca researc, we oversee a prospectîve books or teAcceptance and Commîtment herapy Serîes. Servîng as ACT serîes edîtors, we comment on proposas and ofer guîd ance as needed, and use a gente and în makîng suggestîons regardîng te content, dept, and scope o eac book. Books în teAcceptance and Commîtment herapy Serîes:





 

Have an adequate database, approprîate to te strengt o te caîms beîng made.

Are teoretîcay coerent. hey wî It wît te ACT mode and under yîng beavîora prîncîpes as tey ave evoved at te tîme o wrîtîng.

Orîent te reader toward unresoved empîrîca îssues.

Do not overap needessy wît exîstîng voumes.