Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
7 recherche sur le mot-clé 'Relational frame theory'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Contextual control over derived relational responding in a teenager with autism / Siri MING in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : Contextual control over derived relational responding in a teenager with autism Type de document : Texte imprimé et/ou numérique Auteurs : Siri MING, Auteur ; Ian STEWART, Auteur ; John MCELWEE, Auteur ; Kellie BYNUM, Auteur Article en page(s) : p.7-17 Langues : Anglais (eng) Mots-clés : Autism Contextual control Derived equivalence Relational frame theory Index. décimale : PER Périodiques Résumé : The derived relational repertoire of a teenager with autism spectrum disorder was tested in two slightly different contexts using a multiple treatments reversal design. Both contexts involved match-to-sample training and testing with abstract stimuli, but one involved referring to the stimuli as the names and sounds of “animals.” In the latter context, training of baseline relations was more efficient and derivation was shown to be more likely. This demonstrates the importance of contextual control over derived relational responding and suggests that the animal context may be a useful one for assessing and training derived relations for individuals in which the derived relational repertoire is not as robustly established across contexts. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.7-17[article] Contextual control over derived relational responding in a teenager with autism [Texte imprimé et/ou numérique] / Siri MING, Auteur ; Ian STEWART, Auteur ; John MCELWEE, Auteur ; Kellie BYNUM, Auteur . - p.7-17.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.7-17
Mots-clés : Autism Contextual control Derived equivalence Relational frame theory Index. décimale : PER Périodiques Résumé : The derived relational repertoire of a teenager with autism spectrum disorder was tested in two slightly different contexts using a multiple treatments reversal design. Both contexts involved match-to-sample training and testing with abstract stimuli, but one involved referring to the stimuli as the names and sounds of “animals.” In the latter context, training of baseline relations was more efficient and derivation was shown to be more likely. This demonstrates the importance of contextual control over derived relational responding and suggests that the animal context may be a useful one for assessing and training derived relations for individuals in which the derived relational repertoire is not as robustly established across contexts. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Derived emergence of WH question–answers in children with autism / Jacob H. DAAR in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : Derived emergence of WH question–answers in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jacob H. DAAR, Auteur ; Stephanie NEGRELLI, Auteur ; Mark R. DIXON, Auteur Article en page(s) : p.59-71 Langues : Anglais (eng) Mots-clés : Autism Equivalence PEAK Relational frame theory Wh- questions Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder often struggle to respond to conversational questions involving words such as “who,” “what,” and “where.” One reason for this may be that answering these types of questions requires a repertoire of relational responding in which the individual must select an answer based on the class memberships of stimuli found in the question. For example, answering the question, “Who do you see at the hospital?” requires identifying a potential response that is in coordination with both “who” and “hospital,” e.g., a doctor. The present study sought to examine this premise by providing training designed to promote relational responding to community associations, associations of noun types, and associations between wh- words and noun types. Three participants diagnosed with autism, between the ages of 10 and 12, were exposed to a multi-phase relational training sequence designed to establish equivalence class membership between community helper stimuli, noun-class stimuli, and wh- word relations using protocols from the PEAK Relational Training System (Dixon, 2015. PEAK relational training system: Equivalence module. Shawnee Scientific Press: Carbondale, IL; Dixon, in press. PEAK relational training system: Transformation module. Shawnee Scientific Press: Carbondale, IL). A concurrent multiple baseline across skills and participants design was used to evaluate the functional relationship between the establishment of these relations and the emergence of correct responding to wh- questions. Results indicated that for two of the three participants, mastery of these relations was functionally related to the emergence of accurate responding to untrained intraverbal wh- questions. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.59-71[article] Derived emergence of WH question–answers in children with autism [Texte imprimé et/ou numérique] / Jacob H. DAAR, Auteur ; Stephanie NEGRELLI, Auteur ; Mark R. DIXON, Auteur . - p.59-71.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.59-71
Mots-clés : Autism Equivalence PEAK Relational frame theory Wh- questions Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder often struggle to respond to conversational questions involving words such as “who,” “what,” and “where.” One reason for this may be that answering these types of questions requires a repertoire of relational responding in which the individual must select an answer based on the class memberships of stimuli found in the question. For example, answering the question, “Who do you see at the hospital?” requires identifying a potential response that is in coordination with both “who” and “hospital,” e.g., a doctor. The present study sought to examine this premise by providing training designed to promote relational responding to community associations, associations of noun types, and associations between wh- words and noun types. Three participants diagnosed with autism, between the ages of 10 and 12, were exposed to a multi-phase relational training sequence designed to establish equivalence class membership between community helper stimuli, noun-class stimuli, and wh- word relations using protocols from the PEAK Relational Training System (Dixon, 2015. PEAK relational training system: Equivalence module. Shawnee Scientific Press: Carbondale, IL; Dixon, in press. PEAK relational training system: Transformation module. Shawnee Scientific Press: Carbondale, IL). A concurrent multiple baseline across skills and participants design was used to evaluate the functional relationship between the establishment of these relations and the emergence of correct responding to wh- questions. Results indicated that for two of the three participants, mastery of these relations was functionally related to the emergence of accurate responding to untrained intraverbal wh- questions. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Establishing deictic repertoires in autism / Shawn P. GILROY in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : Establishing deictic repertoires in autism Type de document : Texte imprimé et/ou numérique Auteurs : Shawn P. GILROY, Auteur ; Elizabeth R. LORAH, Auteur ; Jessica DODGE, Auteur ; Catherine FIORELLO, Auteur Article en page(s) : p.82-92 Langues : Anglais (eng) Mots-clés : Relational responding Perspective-taking Autism Relational Frame Theory Index. décimale : PER Périodiques Résumé : Derived relational responding is an increasingly researched topic in the behavioral sciences. Deictic frames, among other forms of relational responding, have been found to underlie complex behavior, including perspective-taking. Researchers have developed procedures for training children, with and without disabilities, to demonstrate relational responding. Recent extensions of these teaching procedures incorporated more naturalistic contexts as an avenue for establishing these repertoires, but the efficacy of these new procedures for children with disabilities and the degree to which these improvements generalize have not yet been explored. The purpose of this study was to determine if relational repertoires could be established using newer, more naturalistic teaching procedures in children diagnosed with an autism spectrum disorder and to what degree improvements would generalize to another adult. Results indicated that all participants met criteria for mastery on all levels of relational complexity. Additionally, all three children demonstrated generalization of these repertoires to a novel adult following training to mastery. The results suggest that an intervention approach utilizing a Barnes-Holmes protocol in a story reading context was effective for establishing deictic repertoires in children diagnosed with an autism spectrum disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.82-92[article] Establishing deictic repertoires in autism [Texte imprimé et/ou numérique] / Shawn P. GILROY, Auteur ; Elizabeth R. LORAH, Auteur ; Jessica DODGE, Auteur ; Catherine FIORELLO, Auteur . - p.82-92.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.82-92
Mots-clés : Relational responding Perspective-taking Autism Relational Frame Theory Index. décimale : PER Périodiques Résumé : Derived relational responding is an increasingly researched topic in the behavioral sciences. Deictic frames, among other forms of relational responding, have been found to underlie complex behavior, including perspective-taking. Researchers have developed procedures for training children, with and without disabilities, to demonstrate relational responding. Recent extensions of these teaching procedures incorporated more naturalistic contexts as an avenue for establishing these repertoires, but the efficacy of these new procedures for children with disabilities and the degree to which these improvements generalize have not yet been explored. The purpose of this study was to determine if relational repertoires could be established using newer, more naturalistic teaching procedures in children diagnosed with an autism spectrum disorder and to what degree improvements would generalize to another adult. Results indicated that all participants met criteria for mastery on all levels of relational complexity. Additionally, all three children demonstrated generalization of these repertoires to a novel adult following training to mastery. The results suggest that an intervention approach utilizing a Barnes-Holmes protocol in a story reading context was effective for establishing deictic repertoires in children diagnosed with an autism spectrum disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Establishing metaphorical reasoning in children with autism / Angela PERSICKE in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
[article]
Titre : Establishing metaphorical reasoning in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur Année de publication : 2012 Article en page(s) : p.913-920 Langues : Anglais (eng) Mots-clés : Metaphors Non-literal language Verbal behavior Relational frame theory Multiple exemplar training Index. décimale : PER Périodiques Résumé : Researchers have shown that children with autism have difficulty with non-literal language, such as irony, sarcasm, deception, humor, and metaphors. To date, few studies have attempted to remediate these deficits, and no studies of which we are aware have attempted to teach children with autism to understand metaphors. Metaphorical reasoning consists of complex verbal behavior, involving relations of coordination, hierarchy, and distinction, at a minimum. The purpose of the current study was to evaluate multiple exemplar training for teaching children with autism to attend to relevant features of the context in which a metaphor is used and to engage in the required relational responding in order to respond correctly to metaphorical questions. Participants included three children, ages 5–7. Results suggest that multiple exemplar training is effective for teaching children with autism to understand metaphors. Furthermore, generalization to untrained metaphors was found for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.913-920[article] Establishing metaphorical reasoning in children with autism [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur . - 2012 . - p.913-920.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.913-920
Mots-clés : Metaphors Non-literal language Verbal behavior Relational frame theory Multiple exemplar training Index. décimale : PER Périodiques Résumé : Researchers have shown that children with autism have difficulty with non-literal language, such as irony, sarcasm, deception, humor, and metaphors. To date, few studies have attempted to remediate these deficits, and no studies of which we are aware have attempted to teach children with autism to understand metaphors. Metaphorical reasoning consists of complex verbal behavior, involving relations of coordination, hierarchy, and distinction, at a minimum. The purpose of the current study was to evaluate multiple exemplar training for teaching children with autism to attend to relevant features of the context in which a metaphor is used and to engage in the required relational responding in order to respond correctly to metaphorical questions. Participants included three children, ages 5–7. Results suggest that multiple exemplar training is effective for teaching children with autism to understand metaphors. Furthermore, generalization to untrained metaphors was found for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 Exposure and response prevention therapy with cognitive defusion exercises to reduce repetitive and restrictive behaviors displayed by children with autism spectrum disorder / Heidi J. EILERS in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : Exposure and response prevention therapy with cognitive defusion exercises to reduce repetitive and restrictive behaviors displayed by children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Heidi J. EILERS, Auteur ; Steven C. HAYES, Auteur Article en page(s) : p.18-31 Langues : Anglais (eng) Mots-clés : Cognitive defusion Experiential avoidance Exposure and response therapy Relational frame theory Repetitive and restrictive behaviors Index. décimale : PER Périodiques Résumé : Repetitive and restrictive behaviors are disruptive in children with autism spectrum disorder. Exposure is an evidence-based approach to these problems and is hypothesized to work in part by enabling rule testing that undermines rule control. The present study undermined rule control more directly through cognitive defusion exercises. Experiment 1 used a multiple baseline across participants design to assess the effects of a cognitive defusion exercise in the form of word repetition and exposure on problem behavior associated with repetitive and restrictive behaviors observed in children with autism spectrum disorder. All 3 participants demonstrated a decrease in the percentage of problem behavior following the implementation of treatment which remained at near zero during a 3-month follow-up. Experiment 2 used an alternating treatments design to compare a cognitive defusion exercise and exposure to a control exercise and exposure. All except 1 of the participants displayed larger and quicker decreases in problem behavior during the cognitive defusion exercise condition compared to the control exercise condition. The results suggest that cognitive defusion exercises can enhance the treatment effects of exposure to decrease problem behavior associated with repetitive and restrictive behaviors. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.18-31[article] Exposure and response prevention therapy with cognitive defusion exercises to reduce repetitive and restrictive behaviors displayed by children with autism spectrum disorder [Texte imprimé et/ou numérique] / Heidi J. EILERS, Auteur ; Steven C. HAYES, Auteur . - p.18-31.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.18-31
Mots-clés : Cognitive defusion Experiential avoidance Exposure and response therapy Relational frame theory Repetitive and restrictive behaviors Index. décimale : PER Périodiques Résumé : Repetitive and restrictive behaviors are disruptive in children with autism spectrum disorder. Exposure is an evidence-based approach to these problems and is hypothesized to work in part by enabling rule testing that undermines rule control. The present study undermined rule control more directly through cognitive defusion exercises. Experiment 1 used a multiple baseline across participants design to assess the effects of a cognitive defusion exercise in the form of word repetition and exposure on problem behavior associated with repetitive and restrictive behaviors observed in children with autism spectrum disorder. All 3 participants demonstrated a decrease in the percentage of problem behavior following the implementation of treatment which remained at near zero during a 3-month follow-up. Experiment 2 used an alternating treatments design to compare a cognitive defusion exercise and exposure to a control exercise and exposure. All except 1 of the participants displayed larger and quicker decreases in problem behavior during the cognitive defusion exercise condition compared to the control exercise condition. The results suggest that cognitive defusion exercises can enhance the treatment effects of exposure to decrease problem behavior associated with repetitive and restrictive behaviors. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Teaching children with autism to detect and respond to deceptive statements / Jennifer RANICK in Research in Autism Spectrum Disorders, 7-4 (April 2013)
PermalinkTeaching children with autism to detect and respond to sarcasm / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-1 (January 2013)
Permalink