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| International Symposium - Relational Frame Theory and Education |
| Monday, May 29, 2006 |
| 3:00 PM–4:20 PM |
| Auburn |
| Area: EDC; Domain: Applied Research |
| Chair: Claire E. Egan (National University of Ireland, Maynooth) |
| Abstract: The current symposium examines issues relevant to applying Relational Frame Theory to Education. The first paper examines the derived transfer of mands in young children with autism. The second and third papers evaluate the Implicit Relational Assessment Procedure in relation frames. The fourth paper evaluates the relationship between rule-following and psychopathology. |
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| A Derived Transfer of Relational Mands In Children with a Diagnosis of Autism. |
| CAROL C. MURPHY (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: Mand functions with 5 different relational values were trained with arbitrary stimuli with 3 children who had diagnoses of autism. During training the mand stimuli, A, B, C, D, E, acquired relational values, -1, -2, 0, +1, and +2, respectively. Each of the mand stimuli were then incorporated into sets of conditional discriminations with other arbitrary stimuli as follows: A1-B1-C1, A2-B2-C2, A3-B3-C3, A4-B4-C4, A5-B5-C5. Tests were subsequently conducted to determine if participants demonstrated derived relational manding in accordance with the trained conditional discriminations. The expectation was that participants would mand with C1 for -1, mand with C2 for -2, mand with C3 for 0, mand with C4 for +1, and mand with C5 for +2. Findings are discussed with regard to the literature on derived mands and future development of complex mand repertoires. |
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| The Implicit Relational Assessment Procedure (IRAP): A Systematic Investigation of Four Different Relational Frames. |
| CATRIONA O'TOOLE (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: This paper presents a study that sought to examine four different relational frames using the IRAP. Participants were exposed to four different IRAPs, the order of which was counterbalance across participants. The four IRAPs assessed the relations of Same/Different, Comparison (Bigger/Smaller), Before/After, and Hierarchy (Concept/Example). In addition, participants completed an IQ test and a rigidity scale, and these measures were compared to the IRAP performances. The results of the study shed light on the extent to which derived relational responding correlates with a traditional measure of intellectual ability and a personality variable. Implications for educational practice will be discussed. |
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| Evaluating ‘Self-Esteem’ using the Implicit Relational Evaluation Procedure in Young Children with ADHD. |
| GER SCANLON (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: Conflicting findings have suggested that ADHD children demonstrate low self-esteem; others suggest that their self-esteem may be artificially high in a context of behavioural difficulties and poor achievements. The lack of a functional definition of the concept of self-esteem itself is one of the most likely factors that contribute to the inconclusive findings. While one study to date appears to have attempted a functional analysis of the concept of self-esteem through administering a matching-to-sample (MTS) procedure. This procedure does not allow for an examination of stimulus relations as opposed to stimulus classes in that, it is difficult to determine if the two stimuli are simply being associated or if the participant is applying a specific relation to them. The Implicit Relational Evaluation Procedure (IREP) has been developed to provide a means of assessing specific relational responses that may have been established for individuals or specific populations. The current study investigated levels of self-esteem in children with ADHD. |
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| Experimental Analyses of Rule-Following. |
| MARIE GORHAM (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Dave McAuliffe (National University of Ireland, Maynooth) |
| Abstract: Previous research has highlighted the relationship between rule-following and psychopathology. Indeed, findings from relevant research have indicated that excessive rule-following is correlated with some features of psychopathology, including depression. The results of a number of recent studies have shown that high-depressed teenagers were more likely to follow rules that were inconsistent with environmental contingencies than low-depressed teenagers. Furthermore, this excessive rule-following occurred more often in the context of pliance than tracking. The current work was designed to replicate previous research to determine whether differential patterns of rule-following would be observed in the context of pliance versus tracking and whether these performances would correlate with a range of psychological measures. The results of the study are discussed in terms of Relational Frame Theory and its implications for human psychopathology and psychotherapy. |
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