Top 10 RFT Research Articles (Spring, 2023)
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.
RFT SIG
Relational Frame Theory (RFT) Special Interest Group
Affiliated 2022
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RFT
Relational Frame Theory (RFT) is an explicitly psychological account of human language and cognition. It is an approach designed to be a pragmatically useful analysis of complex human behavior, and provides the empirical and conceptual tools to conduct an experimental analysis of virtually every substantive topic in this arena. Further, the contextual approach of RFT provides a functional account of the structure of verbal knowledge and cognition, creating an important link between the traditionally disparate perspectives of cognitive and behavioral psychology.
While there are many different theories of language and cognition available, RFT offers several distinct advantages over traditional approaches. We believe these advantages make RFT of interest not only to behavioral theorists but also to cognitive psychologists, therapists, educators, and anyone studying the human condition. To learn more about RFT, click on a link below.
A relational frame approach to perspective taking in persons with Borderline Personality Disorder
Journal of Contextual Behavioral Science (JCBS)
Volume 32, April 2024
Authors
Carla J. Walton, Alison Rasmussen, Matthieu Villatte, Roger Vilardaga Viera, Lauren Irwin, Rachel Rossiter
Abstract
Perspective taking is important for effective interpersonal functioning. According to Relational Frame Theory (RFT), perspective taking is underpinned by deictic relational framing. It has been proposed that individuals with Borderline Personality Disorder (BPD) may have deficits in perspective taking. A mixed experimental design (N = 112) was used to assess whether individuals with a diagnosis of BPD displayed impaired perspective taking on a computerised RFT deictic relational task (DRT) and a self-report measure, compared to a control sample. There was no significant difference between groups on the computerised DRT. Within the clinical group, overall distress and relational distress were not found to be significantly associated with DRT performance or self-reported perspective taking. However, those with BPD self-reported significantly worse perspective taking ability compared to the control sample. This finding indicates a discrepancy between perceived perspective taking ability and direct perspective taking performance in persons with BPD.
The impact of functional class and depressive symptomatology on rule-based insensitivity
Journal of Contextual Behavioral Science (JCBS)
Volume 32, April 2024
Authors
Conor McCloskey, Alison Stapleton, Louise McHugh
Abstract
Rule-governed behavior (RGB) is important for accounting for complex human behavior, as well as informing clinical practice. In line with Relational Frame Theory, RGB is divided into functional classes including pliance, which is rule-following under the control of apparent arbitrary social consequences, and tracking, which is rule-following under the control of apparent natural non-arbitrary consequences. In theory, pliance should produce lower levels of contingency sensitivity compared to tracking, but how this effect relates to nonclinical populations is unclear. This study (n = 134) tested the relationship between contingency sensitivity in pliance and tracking through a Matching-to-Sample task, while incorporating a measure of depressive symptomatology to test if a distinction in insensitivity would be seen in nondepressed participants. Results indicated that pliance was associated with lower levels of contingency sensitivity relative to tracking overall, and that depressive symptomatology did not influence this. Results are discussed in relation to prior inconsistencies in the experimental literature on RGB, and potential methods for operationalizing pliance in experimental settings.
Perspective taking reduces the correspondence bias: A systematically replication of Hooper et al. (2015)
Journal of Contextual Behavioral Science (JCBS)
Volume 32, April 2024
Authors
Cibele Pacheco Gomide, William Ferreira Perez, Candido Vinicius Bocaiuva Barnsley Passoa
Abstract
Correspondence bias has been extensively described in the scientific literature, along with its harmful consequences to relationships, decision-making, etc. Interventions aiming to reduce correspondence bias or its negative impact have been also offered. In this regard, the present study systematically replicated Hooper et al. (2015) to observe the effect of a brief perspective-taking training based on Relational Frame Theory (RFT-PT) on correspondence bias. Eighty-one participants were randomized into four groups, two experimental groups that underwent training and two control groups that answered a general knowledge questionnaire. To observe the extent of correspondence bias and the effect of training on this phenomenon, all participants were exposed to an experimental condition involving the Attitude Attribution Paradigm consisting of essays in favor of or against meritocracy. This condition demanded that the participant read an essay about meritocracy, supposedly written by a candidate in a selection process, and attribute to the declarant a position in favor or against meritocracy. Attenuation of correspondence bias was observed in the groups that underwent the RFT-PT compared to the control groups, supporting the hypothesis that the opportunity to vary perspectives may decrease correspondence bias. An analysis of correspondence bias in light of the RFT is suggested.
A map of living: Moving through the variations of life with the guidance of metaphors
Journal of Contextual Behavioral Science (JCBS)
Volume 31, January 2024
Authors
Antonio Crego, José Ramón Yela, Rita Ozores-Pérez
Abstract
Metaphors are commonly used in psychotherapy, especially in Acceptance and Commitment Therapy (ACT). Moreover, people use metaphors spontaneously in their everyday lives when trying to understand and make sense of complex issues. Relational Frame Theory (RFT) allows an analysis of metaphors as relating relations, where establishing coordination between a more concrete or familiar semantic domain with a more challenging target domain has pragmatic effects. A total of 806 Spanish-speaking participants were asked to provide a metaphor about life and to explain how they understood this metaphor. Their responses were analysed using reflexive Thematic Analysis (TA). The RFT and contributions from the cognitive linguistics approach to metaphors were used to interpret the patterns identified in the discourse on life metaphors. Participants' metaphors were organised into four themes: (1) recognition of variation in life, (2) attempts to make sense of variation in life, (3) problems with variation in life, and (4) evaluation of life as essentially positive or negative. Metaphors to recognise the multiplicity of events within life use “container”-related source-networks. Meaning in life is denoted through using networks connected with “movement toward a destination”, “human/natural development”, “fiction”, and “game and sports”, whereas metaphors involving disruptions in such patterns of change denote meaninglessness. Metaphors may also use particular qualities of entities and objects to signal positive and negative aspects of life. A variety of experiences connected with the source-networks of metaphors may be involved in the transfer of stimulus functions to the target-network “life”. Qualitative analysis of life metaphors from the RFT perspective offers valuable insights on how metaphors function in everyday life and how they can be used in clinical work.
Training temporal relational framing in young children (Pages 81-90)
Journal of Contextual Behavioral Science (JCBS)
Volume 28, April 2023, Pages 81-90
Authors
Jacob Neufeld, Ian Stewart, John McElwee
Abstract
Temporal relational framing involves responding to how events are related together in time (e.g., if A comes after B, then B comes before A). Relational frame theory (RFT) sees this skill as important to navigating everyday life contexts involving time such as sequencing events and organizing one's behavior. Previous research has shown that multiple exemplar training (MET) can be used to train relational framing in children, though no work has been done specifically with temporal frames. This study aimed to train temporal relational framing in three typically developing 5-year-olds using MET in a combined multiple probe design across participants and responses. Following training, all participants reached criterion levels and passed generalization tests for mutual and combinatorial entailment, and transformation of function with untrained stimuli. Participants maintained high overall performance four weeks following training. Implications and future research directions are discussed.
Steven C. Hayes interviewed on ACT, RFT, PBT, and CBS
In this video Prof. Steven C. Hayes PhD is interviewed by Dr. Emanuele Rossi PhD on Acceptance and Commitment Therapy (ACT), Relational Frame Theory (RFT), Process-Based CBT, and Contextual Behavioral Science (CBS). Interview recorded on July 22, 2022.
Part 1
Relational Frame Theory Resources
Welcome to the LAMIC Resource page for RFT. This page is aimed at practitioners from Low-and-Middle-Income-Countries (LAMIC) who are new to Relational Frame Theory (RFT) and would like to learn more. It is our hope that this page supports your learning journey and makes the content more accessible for you. 