|
| Testing a Computer-Based Protocol for the Assessment of Generative Verbal Behavior in Children With Autism Spectrum Disorders |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 214C (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| Chair: Siri Morris Ming (VB3) |
| Discussant: Caio F. Miguel (California State University, Sacramento) |
| CE Instructor: Michelle Duda, Ph.D. |
| Abstract: A key aspect of verbal behavior, and one that is at the core of communication deficits for children with autism, is generativity—put simply, the ability to produce or understand totally new sentences. Relational Frame Theory (RFT) provides new insight into the issue of generativity, by conceptualizing the core skill in language as learned contextually controlled relational responding (referred to as relational framing). Whereas typically developing children learn relational framing through exposure to natural language, children with ASD do not, and thus show deficits in both relational framing ability and generativity. Nevertheless, empirical evidence also shows that children with ASD can benefit from explicit training of this repertoire. This symposium introduces a novel computer-based protocol (Training & Assessment of Relational Precursors & Abilities; TARPA) designed to allow for the assessment and training of a progression of key skills critical to the development of advanced flexible relational framing and hence generative language. We describe the background to and initial development of the TARPA protocol along with the current state and future direction of our research, explain the core stages in the protocol, and discuss the results of initial pilot testing of this protocol with both children with ASD and typically developing children. |
| |
| Training and Assessing Relational Framing Precursors and Abilities: An introduction to the Training and Assessment of Relational Precursors and Abilities |
| IAN T. STEWART (National University of Ireland, Galway) |
| Abstract: Relational Frame Theory conceptualizes the core skill in language as learned contextually controlled relational responding (referred to as relational framing). The Training and Assessment of Relational Precursors and Abilities (TARPA) is a novel computer-based protocol designed to allow for the assessment and training of a progression of key skills critical to the development of advanced flexible relational framing and hence generative language. The hierarchical ordering and content of the stages and levels of the TARPA is based on relevant theory and research. In this paper, the background to and initial development of the TARPA protocol will be described, along with an explanation of a number of core stages in this protocol including basic discrimination, conditional discrimination with similarity, conditional discrimination with non-similarity, mutually entailed relational responding, combinatorial entailed relational responding, and transformation of function. A brief overview of the current state and future direction of our program of research will be provided. |
| |
| Assessing Relational Framing Precursors and Abilities of Typically Developing Children |
| SIRI MORRIS MING (VB3), Carey A. Burgess (Play ABA) |
| Abstract: The Training and Assessment of Relational Precursors and Abilities (TARPA) is a novel computer-based protocol designed to allow for the assessment and training of a progression of key skills critical to the development of relational framing and hence generative language. Standardized assessment tools have played a very important role in other domains within behavior analysis and psychology more broadly by providing a normative baseline of age appropriate responding that serves both applied as well as basic science purposes. One of the aims of the TARPA research is to provide a standardized tool for the assessment and training of relational framing abilities themselves and of the precursor skills supporting those abilities. Previous research including Lipkens & Hayes (1993) and Luciano, Gomez & Rodriguez (2007) has tracked the emergence of derived relational responding skills in young typically developing infants. This research has indicated potential developmental sequences of relational framing precursors and skills. In this paper, initial results of pilot testing of the TARPA protocol with a number of typically developing young children in the age range 1-2 years will be discussed with respect to confirmation of the expected hierarchical sequencing of skills assessed by this protocol and correlation with other developmental measures. |
| |
| Assessing Relational Framing Precursors and Abilities of Children With Autism |
| JOHN D. MCELWEE (Pennsylvania Verbal Behavior Project), Tara Jane Rice (Chrysalis Academy; Play ABA), Ken Smith (Pennsylvania Colonial Intermediate Unit 20) |
| Abstract: Relational Frame Theory conceptualizes the core skill in language as learned contextually controlled relational responding referred to as relational framing. Whereas typically developing children learn relational framing through exposure to natural language, children with ASD do not, and thus show deficits in both relational framing ability and generativity. Nevertheless, empirical evidence also shows that children with ASD can benefit from explicit training of this repertoire. The TARPA is a novel computer based protocol for the assessment and training of relational framing in young children with ASD. The hierarchical ordering and content of the stages and levels of this protocol is based on relevant theory and research. The aim of the work reported here was to evaluate the TARPA as an assessment tool. Initial results with respect to the hierarchical ordering of the stages and levels of the TARPA, correlations with other language measures, and patterns of performance of children with autism will be discussed and compared with results of testing with typically developing children. |
|
| |