Integrating Relational Frame Theory (RFT) and Verbal Behavior (VB) in Early Intervention.
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| Title: | Integrating Relational Frame Theory (RFT) and Verbal Behavior (VB) in Early Intervention. |
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| Authors: | Ming, Siri (AUTHOR), Stewart, Ian (AUTHOR), McElwee, John (AUTHOR) |
| Source: | Psychological Record. Dec2024, Vol. 74 Issue 4, p1-16. 16p. |
| Subjects: | Language acquisition, Programming languages, Behavior analysts, Behavioral assessment, Cooperation, Verbal behavior |
| Abstract: | Applying relational frame theory (RFT) to language intervention programs allows behavior analysts to maintain a focus on programming for generative language by providing systematic multiple exemplar training to establish repertoires of derived relational responding. Applying Skinner's analysis of verbal behavior provides for a focus on identifying sources of control for discriminated responding, and effective means of teaching early verbal operants. Both emphasize the centrality of repertoires of cooperation in language development, and an expansive understanding of contextual control. Our work emphasizes the utility of integrating these two approaches, and this article outlines the relevant theoretical background and empirical basis for assessment and teaching programs, discusses points of intersection of the two approaches, provides examples of application, and prompts future research efforts. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Applying relational frame theory (RFT) to language intervention programs allows behavior analysts to maintain a focus on programming for generative language by providing systematic multiple exemplar training to establish repertoires of derived relational responding. Applying Skinner's analysis of verbal behavior provides for a focus on identifying sources of control for discriminated responding, and effective means of teaching early verbal operants. Both emphasize the centrality of repertoires of cooperation in language development, and an expansive understanding of contextual control. Our work emphasizes the utility of integrating these two approaches, and this article outlines the relevant theoretical background and empirical basis for assessment and teaching programs, discusses points of intersection of the two approaches, provides examples of application, and prompts future research efforts. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00332933 |
| DOI: | 10.1007/s40732-024-00591-3 |
