NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ848668
Record Type: Journal
Publication Date: 2004
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1554-4893
Teaching Derived Relational Responding to Young Children
Barnes-Holmes, Yvonne; Barnes-Holmes, Dermot; McHugh, Louise
Journal of Early and Intensive Behavior Intervention, v1 n1 p3-12 2004
Although it employs a relatively small array of behavioral concepts and processes, Relational Frame Theory provides an account of how some of the most complex verbal events can be understood behaviorally and may be established systematically. In the current paper, the findings from a research agenda that has clear and widespread implications for educational practice are summarized. This exciting research initiative consists of studies in which both simple and relatively complex forms of derived relational responding have been targeted for assessment and remediation using interventions driven by Relational Frame Theory. A key theme running throughout the diverse content covered in this research program is the role of a basic understanding of relational responding in the teaching of critical cognitive or verbal repertoires in children. The article argues that identifying the core relational units involved in these cognitive skills, and targeting their fluid and flexible development with appropriate training, will lead to significant improvements in the methods used in many educational settings.
Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A