Dépouillements

Moving toward complexity: Introduction to the special issue on derived relational responding / Adel C. NAJDOWSKI in Research in Autism Spectrum Disorders, 19 (November 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.1-6 Titre : Moving toward complexity: Introduction to the special issue on derived relational responding Type de document : Texte imprimé et/ou numérique Auteurs : Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Louise MCHUGH, Auteur Article en page(s) : p.1-6 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Moving toward complexity: Introduction to the special issue on derived relational responding [Texte imprimé et/ou numérique] / Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Louise MCHUGH, Auteur . - p.1-6. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.1-6 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Contextual control over derived relational responding in a teenager with autism / Siri MING in Research in Autism Spectrum Disorders, 19 (November 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.7-17 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 [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

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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.18-31 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 [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

Correlating derived relational responding with linguistic and cognitive ability in children with Autism Spectrum Disorders / Laura MORAN in Research in Autism Spectrum Disorders, 19 (November 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.32-43 Titre : Correlating derived relational responding with linguistic and cognitive ability in children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Laura MORAN, Auteur ; Lisa WALSH, Auteur ; Ian STEWART, Auteur ; John MCELWEE, Auteur ; Siri MING, Auteur Article en page(s) : p.32-43 Langues : Anglais (eng) Mots-clés : Derived relations  TARPA  PLS-4  SB5  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Many children with Autism Spectrum Disorders (ASD) show substantial deficits in linguistic and cognitive ability. When considered from the perspective of Relational Frame Theory (RFT), it is possible that these deficits are rooted in a deficiency in the capacity to derive relations. One key aim of the Training and Assessment of Relational Precursors and Abilities (TARPA) protocol is to assess derived relational responding. A number of previous studies have shown correlations between TARPA performance and linguistic ability in children with ASD. The current study has extended this work by (i) showing correlations between TARPA performance and cognitive as well as linguistic ability in a larger (n = 35) sample of children with ASD; (ii) providing evidence of TARPA test–retest reliability; (iii) providing additional evidence indicating differences in visual and auditory performance in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Correlating derived relational responding with linguistic and cognitive ability in children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Laura MORAN, Auteur ; Lisa WALSH, Auteur ; Ian STEWART, Auteur ; John MCELWEE, Auteur ; Siri MING, Auteur . - p.32-43. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.32-43 Mots-clés : Derived relations  TARPA  PLS-4  SB5  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Many children with Autism Spectrum Disorders (ASD) show substantial deficits in linguistic and cognitive ability. When considered from the perspective of Relational Frame Theory (RFT), it is possible that these deficits are rooted in a deficiency in the capacity to derive relations. One key aim of the Training and Assessment of Relational Precursors and Abilities (TARPA) protocol is to assess derived relational responding. A number of previous studies have shown correlations between TARPA performance and linguistic ability in children with ASD. The current study has extended this work by (i) showing correlations between TARPA performance and cognitive as well as linguistic ability in a larger (n = 35) sample of children with ASD; (ii) providing evidence of TARPA test–retest reliability; (iii) providing additional evidence indicating differences in visual and auditory performance in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder / Katharine STILL in Research in Autism Spectrum Disorders, 19 (November 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.44-58 Titre : Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katharine STILL, Auteur ; Richard J. MAY, Auteur ; Ruth Anne REHFELDT, Auteur ; Robert WHELAN, Auteur ; Simon DYMOND, Auteur Article en page(s) : p.44-58 Langues : Anglais (eng) Mots-clés : Manding  Requesting  Augmentative alternative communication devices  Equivalence relations  Autism Index. décimale : PER Périodiques Résumé : Two experiments were conducted employing derived relational responding and conditioned motivating operations to establish untaught mands with 11 children with autism spectrum disorder (ASD) who lacked a vocal repertoire. Following formal language assessments and preference assessments, a multi-stage automated protocol was implemented on touchscreen tablet computers. Children were first taught to mand by picture exchange for missing items necessary to play with a toy and then learned to conditionally relate the dictated names of the items to the corresponding pictures of the items (A-B training) and to relate the dictated names to the corresponding printed words (A-C training). Test probes, in the absence of reinforcement, were presented to determine whether or not participants would mand for the missing items using text exchange (hence demonstrating derived manding/requesting). Probes for spontaneous matching (B-C and C-B) and labeling (B-A and C-A) were also presented in both experiments, one of which employed a pretest/posttest design and the other a multiple probe across participants design. Across both experiments, all but one of the participants showed evidence of derived requesting and derived stimulus relations. Implications for research on high-tech devices for facilitating independent communication skills of children with ASD and for derived relational responding approaches to verbal operants are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katharine STILL, Auteur ; Richard J. MAY, Auteur ; Ruth Anne REHFELDT, Auteur ; Robert WHELAN, Auteur ; Simon DYMOND, Auteur . - p.44-58. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.44-58 Mots-clés : Manding  Requesting  Augmentative alternative communication devices  Equivalence relations  Autism Index. décimale : PER Périodiques Résumé : Two experiments were conducted employing derived relational responding and conditioned motivating operations to establish untaught mands with 11 children with autism spectrum disorder (ASD) who lacked a vocal repertoire. Following formal language assessments and preference assessments, a multi-stage automated protocol was implemented on touchscreen tablet computers. Children were first taught to mand by picture exchange for missing items necessary to play with a toy and then learned to conditionally relate the dictated names of the items to the corresponding pictures of the items (A-B training) and to relate the dictated names to the corresponding printed words (A-C training). Test probes, in the absence of reinforcement, were presented to determine whether or not participants would mand for the missing items using text exchange (hence demonstrating derived manding/requesting). Probes for spontaneous matching (B-C and C-B) and labeling (B-A and C-A) were also presented in both experiments, one of which employed a pretest/posttest design and the other a multiple probe across participants design. Across both experiments, all but one of the participants showed evidence of derived requesting and derived stimulus relations. Implications for research on high-tech devices for facilitating independent communication skills of children with ASD and for derived relational responding approaches to verbal operants are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.006 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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.59-71 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 [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

A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism / Greg P. LEE in Research in Autism Spectrum Disorders, 19 (November 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.72-81 Titre : A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Greg P. LEE, Auteur ; Caio F. MIGUEL, Auteur ; Emily K. DARCEY, Auteur ; Adrienne M. JENNINGS, Auteur Article en page(s) : p.72-81 Langues : Anglais (eng) Mots-clés : Autism  Categorization  Derived relations  Naming  Verbal behavior Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism may accurately categorize visual stimuli after learning to both tact (i.e., speaker behavior) and receptively discriminate (i.e., listener behavior) them using common category names. The purpose of the current study was to further evaluate the effects of category listener training alone on the development of Visual Categorization and Category Tacts with four children diagnosed with autism. We administered standardized language assessments to evaluate participants’ skills prior to beginning the study and used a non-concurrent multiple-baseline design across participants. Two of the participants whose language assessments identified both speaker and listener scores greater than 36 months, passed Visual Categorization and Category Tact testing with previously unfamiliar stimuli following Category Listener training. The two participants whose language assessments identified a deficit in either speaker or listener scores failed Visual Categorization and Category Tact testing following Category Listener training. These results suggest that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism [Texte imprimé et/ou numérique] / Greg P. LEE, Auteur ; Caio F. MIGUEL, Auteur ; Emily K. DARCEY, Auteur ; Adrienne M. JENNINGS, Auteur . - p.72-81. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.72-81 Mots-clés : Autism  Categorization  Derived relations  Naming  Verbal behavior Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism may accurately categorize visual stimuli after learning to both tact (i.e., speaker behavior) and receptively discriminate (i.e., listener behavior) them using common category names. The purpose of the current study was to further evaluate the effects of category listener training alone on the development of Visual Categorization and Category Tacts with four children diagnosed with autism. We administered standardized language assessments to evaluate participants’ skills prior to beginning the study and used a non-concurrent multiple-baseline design across participants. Two of the participants whose language assessments identified both speaker and listener scores greater than 36 months, passed Visual Categorization and Category Tact testing with previously unfamiliar stimuli following Category Listener training. The two participants whose language assessments identified a deficit in either speaker or listener scores failed Visual Categorization and Category Tact testing following Category Listener training. These results suggest that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.007 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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.82-92 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 [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