Ballot closes 1 May 2024. 
 

Please vote here.

You will be able to vote for 1 candidate.

Sebastian Garcia sebastiangarciaz@gmail.com

Bio: My name is Sebastian Garcia-Zambrano, I am a Colombian researcher living in the U.S. My academic training includes a Ph.D. degree in psychology in 2022, an M.S. degree in behavior analysis and therapy in 2018, both from Southern Illinois University Carbondale, and a B.S. degree in psychology in 2011 from Fundación Universitaria Konrad Lorenz (Colombia). As a professor, I taught undergraduate and graduate courses of behavior analysis at Southern Illinois University, and undergraduate courses of child development at Fundación Universitaria Konrad Lorenz. My research has centered on three key areas: the development of the self and PT skills, the adaptation of behavioral services with cultural sensitivity, and the implementation of interventions in underserved communities. In addition, I have been regularly invited to conduct peer review for journals, organizations, and conferences in the field, including “The Psychological Record,” “Behavior Analysis in Practice,” and the “American Psychological Association”. Currently, I am one of the Guest Editors for the special issue “Impactful Leaders - Latin American Women in Behavior Analysis” in Behavior Analysis in Practice”, in which we highlight women’s contributions and encourage cross-national and cross-cultural collaboration among behavior analysts.

Statement: As the Resource Development and Research Dissemination Lead, my candidacy is dedicated to creating the Consortium for Open Science in Contextual Behavioral Science (COS-CBS), aligning with the Task-force's recommendations for open science practices in CBS (Hayes et al., 2021). By creating a collaborative platform, COS-CBS will facilitate the dissemination of research resources and foster international collaboration to advance the understanding of behavior change.

In this role, I will promote the development of COS-CBS, ensuring it serves as a comprehensive resource hub for researchers and practitioners in contextual behavioral science. I will leverage my expertise in behavior analysis to curate a list of key papers spanning foundational and cutting-edge research, oriented to both novice and advanced consumers. These resources will provide essential guidance and support to members seeking to deepen their understanding of behavior change principles and methodologies.

Additionally, I will support the creation of research information and protocols within COS-CBS, providing members with practical tools and frameworks for conducting rigorous CBS research. By fostering a culture of transparency and accountability, we will uphold the principles of open science and ensure the reproducibility and reliability of research findings.

Furthermore, I will facilitate connections between COS-CBS members and researchers in the field, promoting collaboration and knowledge exchange. Through virtual meetings, online platforms, and targeted outreach efforts, we will create opportunities for members to engage with leading experts in CBS research, fostering innovation and advancing the field.

By establishing COS-CBS and serving as the Resource Development and Research Dissemination Lead, I am committed to empowering members with the resources and support they need to contribute to the collective growth and impact of CBS research worldwide. Together, we will advance our understanding of behavior change and address pressing societal challenges through rigorous research and collaboration.

Lynn Farrell lynn.t.farrell@gmail.com

Bio: I graduated with a BA in Psychology from Maynooth University where I was introduced to Relational Frame Theory (RFT) and discovered new ways to explore social psychological phenomena such as stereotypes and bias. I went on to complete my PhD as an Irish Research Council postgraduate scholar at University College Dublin (UCD) where I explored the nature and malleability of implicit bias towards women in Science, Technology, Engineering and Maths (STEM) through the lens of RFT as part of the UCD Contextual Behavioural Science (CBS) lab. I received the ACBS Student Spotlight award for my work on gender bias and previously served as a student representative on the Women in ACBS SIG during its establishment. After completing my doctoral research, I took up a Research Fellow position at Queen’s University Belfast (QUB) where I continued to empirically explore how to improve gender equality efforts in STEM as part of the EPSRC funded Inclusion Matters project. I was awarded the QUB Engineering and Physical Sciences Faculty Postdoctoral Outstanding Engagement award for my work on that project. I am currently an Assistant Professor in Psychology at National College of Ireland where I am establishing a CBS research lab with my colleagues. My research interests and publications to date have focused mainly on understanding and influencing stereotypes and bias particularly related to gender, improving gender equality initiatives, and applying RFT to address social issues.

Statement: It’s an honour to be included on this ballot. If elected, I would build on the work completed by the committee to further develop a resource-rich space for SIG members to explore and discuss RFT-based work and to brainstorm and pursue further important work. My interest in RFT stems from its implications for social justice issues and so I would additionally aim to spotlight work that has grappled with such issues, expanding engagement with work across levels of behavioural scientific research. Relatedly, I would aim to develop a supportive platform/space with the SIG committee where members could come together to collaborate on projects and contribute to the work and materials promoted by the SIG. This collaborative space could present opportunities for those new to RFT-based research as well as those with experience seeking to further develop and diversify their research teams/networks. These opportunities would align with and expand on existing SIG networking events and could provide the basis for regular research spotlights/newsletters. I would seek to establish an RFT research toolkit to complement and expand on the existing resources where relevant resources such as data collection tools, and guides could be made freely available. These actions aim to create opportunities for community members to engage with, collaborate on, and contribute to the consumption, dissemination, and production of RFT research. 

Finally, I would seek to diversify the knowledge shared and the researchers highlighted by the SIG to represent the global ACBS and RFT community. I would work to promote this SIG as an inclusive space for all, aligning with the SIG’s mission and my own values. I am committed to listening to and trying to honour the needs of the membership, drawing from the innovation and skills within our community to foster a collaborative and inclusive environment. 

Stu Law stulaw34@gmail.com

Bio: As a PhD student at the University of Nevada, Reno, my roughly 15-year journey in human services began with supporting adults with disabilities with a wide breadth of service needs, progressing to diverse clinical roles in Applied Behavior Analysis (ABA). Notably in my early work I soon began to utilize Precision Teaching and free operant approaches to RFT-informed curricula and was inspired by the impact on children's cognitive skills that I observed with regularity at Fit Learning.

For the past eight years, I've been instrumental in developing the genArete assessment, aimed at revolutionizing behavioral assessment by emphasizing individual goals over comparisons to conventional norms and averages. Our ambition extends to broadening functional analysis, moving beyond the four widely applied classes of broad functions (attention, automatic, escape, and tangible) by leveraging our knowledge or relational networks in terms of putative reinforcement systems which could provide more precision for learners with relational repertoires. Said another way, I see issues of dignity-of-risk, assent-informed teaching practices, sensitivity to the needs of neurodiverse populations, and person-centered planning, as issues which could be informed by how relational classes alter reinforcing functions.

This journey has also led me to champion idionomic approaches within the ACBS community. These approaches could give voice to the time series designs which have been held dear by behavior analytic research, but which have not yet found appreciation with broader audiences. My diverse experience uniquely equips me to contribute meaningfully as behavior science evolves, potentially shifting paradigmatically in response to modern technology, modern statistical models, and modern sensibilities which may seek to serve individual learners with greater precision, and in service of their unique skills and abilities and with respect to the stated goals and values of the person and their support network.

Statement:  I am committed to utilizing my expertise and resources to enhance the engagement of SIG members with the latest research trends in the RFT community, and potential applications. My experiences in my lab have highlighted the significance of staying up with ongoing research activities, rather than solely relying on published literature, which often trails the forefront of discoveries in language and cognition. To foster a culture of transparency and collaboration, I plan to establish platforms that enable SIG members to exchange insights about their ongoing projects.

My objective extends to cultivating a framework where SIG members can form synergistic partnerships, capitalizing on each other's strengths to address the pressing challenges in our field. By promoting focused collaboration that offers mutual benefits, we can create an environment of continuous growth and innovation. This collaborative ethos aims to steer our SIG toward a path of open intellectual engagement, moving away from the necessarily slow and restrictive practices that have hindered progress in related disciplines like psychology and applied behavior analysis.

In embracing this role, I aspire to not only advance professionally but also to contribute to the professional growth of others, guiding our collective efforts to probe the intricacies of human language and cognition. By doing so, we can collectively push the boundaries of our understanding and make significant contributions to our field and continue to advance the skillsets of professionals afield.

Types of Event

Reading Group - Attendees will be invited to read an RFT journal article and come together to learn and share their thoughts. When possible, corresponding authors of selected articles will attend and present a brief overview of their paper.

Discussion Group - These sessions will involve a research presentation delivered by an RFTer/group that showcases ongoing advances, developments, and innovations in the field, followed by optional breakout rooms and large-group discussions in the main room.

Session 10 - Discussion Group 5 with a presentation from Dr. Ian Hussey

This session was held 21-Feb 2024. Attendees discussed the IRAP (implicit relational assessment procedure) including current data-based critiques of the method and findings. A recording of the session can be viewed here.

Session 9 - Discussion Group 4 with a presentation from Dr. Freddy Jackson Brown and collaborators

This session was held on 17-Jan 2024 and the recording is available here. Attendees discussed artificial intelligence and relational frame theory. Here are links to Tovar et al. (2023) and Edwards et al. (2022).

Session 8 - Reading Group 5 with a presentation from Dr. Teresa Mulhern

This session was held on 13-Dec 2023 and the recording is available here. Attendees discussed "Facilitating relational framing of classification in young children". Slide deck available here.

Session 7 - Reading Group 4 with a presentation from Dr. Colin Harte

This session was held on 15-Nov 2023 and the recording is available here. Attendees discussed "Analyses of relational coherence and rule-following: Consistent liars are preferred over occasional truth tellers". Slide deck available here.

Session 6 - Discussion Group 3 with a presentation from Dr. Dana Paliliunas

This session was held on 18-Oct 2023 and the recording is available here. Attendees discussed RFT analyses of the values component of the hexaflex model of psychological flexibility.

Session 5 - Discussion Group 2 with a presentation from Dr. Francisco Ruiz Jiménez

This session was held on 27-Sep 2023 and the recording is available here. Attendees discussed RFT analyses of the self-as-context component of the hexaflex model of psychological flexibility. Note, there are some sound quality issues in the recording. So, we recommend using headphones to view the recording.

Session 4 - Reading Group 3 with a presentation from Dr. Elle Kirsten

This session was held on 16-Aug 2023 and the recording is available here. Attendees discussed "Assessing the Development of Relational Framing in Young Children".

Session 3 - Reading Group 2 with a presentation from Dr. Jordan Belisle

This session was held on 21-Jun 2023 and the recording is available here. Attendees discussed "Coherence and the merging of relational classes in self-organizing networks: Extending Relational Density Theory". 

Session 2 - Discussion Group 1 with a presentation from Dr. Ian Tyndall

This session was held on 17-May 2023 and no recording is available. Attendees discussed RFT analyses of the defusion component of the hexaflex model of psychological flexibility.

Session 1 - Reading Group 1 with a presentation from Dr. Jamie Cummins

This session was held on 19-Apr 2023 and no recording is available. Attendees discussed "On the structure of relational responding".

Transparency

Speakers/topics have been selected based on SIG member requests and what we (Alison Stapleton & Patrick Smith) think is likely to be of interest to the RFT SIG membership. We will be evaluating these events and whether they serve our members based on attendance and feedback from the community. If you are unable to attend, please feel free to backchannel and email Patrick (patricks@arizona.edu) any feedback so your voice can be heard, whether it's support for this type of work or guidance around how we can facilitate your attendance at a future event.

TOP 10 RFT RESEARCH ARTICLES

This year, the RFT SIG took on the task of developing an unofficial list of top RFT research articles to help people know where to start diving into the literature! The categories were “Just Getting Started” and “Contemporary and Advanced”. The first step involved SIG members nominating articles for consideration in both of those categories. Then, nominated articles were sent out to SIG members for the change to rank the articles. Rankings were then used to locate the Top 10 articles in each category to generate this list. Happy Reading!
* Note, the purpose of these lists is to provide a starting point for consuming the literature and is not a ranking of the worth or scholarly impact of any given article. The lists were prepared by and for the RFT SIG membership and will be updated over time.

Just Getting Started
1. Hayes, S. C., Law, S., Assemi, K., Falletta-Cowden, N., Shamblin, M., Burleigh, K., ... & Smith, P. (2021). Relating is an operant: A fly over of 35 years of RFT research. Perspectivas em Análise do Comportamento, 12(1), 5-32.
2. Cassidy, S., Roche, B., & O’Hora, D. (2010). Relational frame theory and human intelligence. European Journal of Behavior Analysis, 11(1), 37-51.
3. Barnes-Holmes, D., Barnes-Holmes, Y., & Cullinan, V. (2000). Relational frame theory and Skinner’s Verbal Behavior: A possible synthesis. The Behavior Analyst, 23(1), 69-84. Note. The authors also recommend reviewing Perez (2023).
4. Ming, S., Moran, L., & Stewart, I. (2014). Derived relational responding and generative language: Applications and future directions for teaching individuals with autism spectrum disorders. European Journal of Behavior Analysis, 15(2), 199-224.
5. Blackledge, J. T. (2003). An introduction to relational frame theory: Basics and applications. The Behavior Analyst Today, 3(4), 421.
6. Stewart, I., McElwee, J., & Ming, S. (2013). Language generativity, response generalization, and derived relational responding. The Analysis of Verbal Behavior, 29(1), 137-155.
7. Pelaez, M., & Monlux, K. (2018). Development of communication in infants: Implications for stimulus relations research. Perspectives on Behavior Science, 41(1), 175-188.
8. McEnteggart, C. (2018). A brief tutorial on acceptance and commitment therapy as seen through the lens of derived stimulus relations. Perspectives on Behavior Science, 41(1), 215-227.
9. Healy, O., Barnes‐Holmes, D., & Smeets, P. M. (2000). Derived relational responding as generalized operant behavior. Journal of the Experimental Analysis of Behavior, 74(2), 207-227.
10. Stapleton, A., & McHugh, L. (2021). Healthy selfing: Theoretically optimal environments for the development of tacting and deictic relational responding. Perspectivas em Análise do Comportamento, 12(1), 125-137.

Contemporary and Advanced
1. Kirsten, E. B., & Stewart, I. (2021). Assessing the development of relational framing in young children. The Psychological Record, 72(1), 221-246.
2. Belisle, J., & Dixon, M. R. (2020). Relational density theory: Nonlinearity of equivalence relating examined through higher-order volumetric-mass-density. Perspectives on Behavior Science, 43(1), 259-283.
3. Cummins, J., Nevejans, M., Colbert, D., & De Houwer, J. (2023). On the structure of relational responding. Journal of Contextual Behavioral Science, 27(1), 16-25.
4. Barnes-Holmes, D., Barnes-Holmes, Y., & McEnteggart, C. (2020). Updating RFT (more field than frame) and its implications for process-based therapy. The Psychological Record, 70(1), 605-624.
5. Hayes, L. J., & Fryling, M. J. (2019). Functional and descriptive contextualism. Journal of Contextual Behavioral Science, 14(1), 119-126.
6. Foody, M., Barnes-Holmes, Y., Barnes-Holmes, D., Törneke, N., Luciano, C., Stewart, I., & McEnteggart, C. (2014). RFT for clinical use: The example of metaphor. Journal of Contextual Behavioral Science, 3(4), 305-313.
7. Delabie, M., Cummins, J., Finn, M., & De Houwer, J. (2022). Differential Crel and Cfunc acquisition through stimulus pairing. Journal of Contextual Behavioral Science, 24(1), 112-119.
8. Mulhern, T., Stewart, I., & McElwee, J. (2018). Facilitating relational framing of classification in young children. Journal of Contextual Behavioral Science, 8(1), 55-68.
9. Kirsten, E. B., Stewart, I., & McElwee, J. (2022). Testing and training analogical relational responding in children with and without autism. The Psychological Record, 72(1), 561-583.
10. Stewart, I., Barnes‐Holmes, D., Roche, B., & Smeets, P. M. (2002). A functional‐analytic model of analogy: A relational frame analysis. Journal of the Experimental Analysis of Behavior, 78(3), 375-396.

What is this member-led initiative?

Part of the role of the RFT SIG Steering Committee is to support member-led initiatives. In line with this, we are delighted to announce that, in collaboration with the RFT SIG Steering Committee, Jesse Moreno will be hosting a monthly reading group. Each month, attendees will be invited to read and discuss a journal article in a fun, low-stakes environment. Articles will be drawn from the list of papers identified by the RFT SIG membership as useful for those who are “Just Getting Started” and those who are looking for something “Contemporary and Advanced": https://contextualscience.org/top_10_rft_research_articles_spring_2023

These events are open to all RFTers, regardless of their familiarity and fluency with RFT. The first set of sessions will focus on articles for those who are "Just Getting Started", so beginners are particularly welcome :-)

To register your interest and join these sessions, email Jesse at jmoreno345@hotmail.com

Session 10 - Reading Group

This session is scheduled for 02-July 2024 (9 to 10:30 am, Pacific Time). Attendees will discuss "Healthy selfing: Theoretically optimal environments for the development of tacting and deictic relational responding." Pdf available here.

Session 9 - Reading Group

This session is scheduled for 04-June 2024 (9 to 10:30 am, Pacific Time). Attendees will discuss "Derived relational responding as generalized operant behavior." Pdf available here.

Session 8 - Reading Group

This session is scheduled for 07-May 2024 (9 to 10:30 am, Pacific Time). Attendees will discuss "A brief tutorial on acceptance and commitment therapy as seen through the lens of derived stimulus relations." Pdf available here.

Session 7 - Reading Group

This session is scheduled for 02-April 2024 (9 to 10:30 am, Pacific Time). Attendees will discuss "Development of communication in infants: Implications for stimulus relations research." Pdf available here.

Session 6 - Reading Group

This session was held on 05-Mar 2024 and the recording is available here. Attendees will discuss "Language generativity, response generalization, and derived relational responding." Pdf available here.

Session 5 - Reading Group

This session was held on 06-Feb 2024 and the recording is available here. Attendees discussed "An Introduction to relational frame theory: Basics and applications."

Session 4 - Reading Group with a presentation from Dr. Siri Ming

This session was held on 09-Jan 2024 and the recording is available here. Attendees discussed "Derived relational responding and generative language: Applications and future directions for teaching individuals with autism spectrum disorders." Pdf available here.

Session 3 - Reading Group with a presentation from Jose (Jesse) Moreno

This session was held on 05-Dec 2023 and the recording is available here. Attendees discussed "Relational frame theory and Skinner’s Verbal Behavior: A possible synthesis." Pdf available here.

Session 2 - Reading Group with a presentation from Dr. Sarah Cassidy 

This session was held on 07-Nov 2023 and the recording is available here. Attendees discussed "Relational Frame Theory and Human Intelligence." Pdf available here.

Session 1 - Reading Group with a presentation from Stu Law, PhD student

This session was held on 03-Oct 2023 and the recording is available here. Attendees discussed "Relating is an Operant: A Fly Over of 35 Years of RFT Research."