Publication

Training class inclusion responding in typically-developing children and individuals with autism

Ming, Siri
; 
Mulhern, Teresa
; 
Stewart, Ian
; 
Moran, Laura
; 
Bynum, Kellie
Identifiers
http://hdl.handle.net/10379/12911
 https://doi.org/10.13025/27889
Publication Date
2017-12-19
Keywords
class inclusion, hierarchy, nonarbitrary relational training, relational frame theory, categorization
Type
journal article
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Citation
Ming, Siri; Mulhern, Teresa; Stewart, Ian; Moran, Laura; Bynum, Kellie (2017). Training class inclusion responding in typically-developing children and individuals with autism. Journal of Applied Behavior Analysis 51 (1), 53-60
Abstract
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.
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Publisher
Wiley-Blackwell
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Externally hosted open access publications with University of Galway authors (2)