|Facilitating Generative Verbal Behavior in EIBI Programs Using Relational Frame Theory|
|Friday, May 22, 2009|
|10:00 AM–5:00 PM |
|North 122 A|
|Area: AUT/VRB; Domain: Applied Behavior Analysis|
|CE Instructor: John McElwee, M.S.|
|JOHN D. MCELWEE (Pennsylvania Verbal Behavior Project), Ian T. Stewart (National University of Ireland, Galway), Siri Morris Ming (Humboldt County Office of Education)|
|Description: Generative Verbal Behavior (GVB) is the ability to be able toto understand and produce novel verbal behavior in the absence ofwithout direct instruction. This abilityGVB isprovides the key to the flexibility and complexity of language and should therefore be a core goal a core goal ofof any language training program. that aims to train language skills.
However, achieving GVB has been extremely difficult for a large number ofmany ASD youngsters with ASD. Relational Frame Theory (RFT) may constitute an important resource for the training of GVB for individuals designingin EIBI instructional programs. RFT is a behavior analytic approach to human language and cognition that conceptualizes generalized or derived relational responding as the core process underlyingkey to these phenomena. This theoretical approach also incorporates an important expansion of Skinner's influential analysis of verbal behavior. The purpose of the workshop is to This workshop will demonstrate how RFT concepts can be brought to bear in theincorporated into EIBI programs. design of instructional program sequences for early to advanced learners.
The first part of thePart 1 workshop will involve a brief demonstration of the core concept of GVB,. This will be followed by a précis ofpresentation on Relational Frame TheoryRFT. as a behavior analytic account of this phenomenon.
Part 2 will provide (i) analysis of the VB-MAPP, including suggestions on how RFT might complement this protocol; (ii) discussion of specific instructional programs, their sequencing to facilitate GVB plus means of assessing relevant learning outcomes; (iii) an analysis of intermediate to advanced relational framing; and (iv) an introduction to the TARPA (Training and Assessment of Relational Precursors and Abilities), a computer-based protocol for systematic assessment and training of relational framing skills.|
|Learning Objectives: (1) Be able to understand the core concepts of Relational Frame Theory's approach to language
(2) Be able to understand the key theoretical concepts of Mutual Entailment, Combinatorial Entailment and Transformation of Stimulus Function
(3) Be familiar with several areas of basic RFT research and the implications for EIBI instructional design
(4) Be able to assess and train students using the TARPA
(5) Be able to design instructional programs to teach derived verbal operants (e.g., derived naming)
(6) Be able to design instructional programs to teach intermediate to advanced derived verbal operants (e.g., spatial, comparative and hierarchical relations)|
|Activities: (i) Didactic instruction
(ii) Audience participation exercises
(iii) Practice activities designing EIBI programs
(iv) Practice using the TARPA|
|Audience: The audience will be behavior analysts with expertise in the understanding of verbal behavior and designing instructional sequences for clients enrolled in EIBI. Prospective audience members are encouraged to bring their notebook computer as a download of the presentation and additional resources will be made available. Also, it is suggested for enrollees to consult the tutorial on RFT at the following URL: www.ContextualPsychology.org|
|Content Area: Theory|
|Instruction Level: Basic|