Evaluating the effects of Acceptance and Commitment Training on the overt behavior of parents of children with autism
Behavioral parent training is a critical component of treatment for children with autism, however, engaging parents effectively can be challenging. Despite evidence that private events can strongly influence parent behavior and training outcomes, the topic has received minimal attention in the behavioral literature thus far.
Belisle, J., Stanley, C. R., & Dixon, M. R. (2017). The relationship between derived mutually entailed relations and the function of challenging behavior in children with autism: Comparing the PEAK-E-PA and the QABF.
The study evaluated the relationship between participants’ abilities to derive mutually entailed relations across arbitrary stimuli and the function of their challenging behavior as indicated in the Questions About Behavior Function (QABF) indirect assessment.
Assessing and training children with autism spectrum disorder using the relational evaluation procedure (REP)
The relational evaluation procedure (REP) is seen by proponents of relational frame theory (RFT) as a useful means by which to assess and train relational responding.
Establishing derived conditioned symmetrical and transitive gustatory-visual-auditory relations in children with autism and related intellectual disabilities using the PEAK-E curriculum
Three children with autism or a related disabilities were taught to make coordinated cross-modal conditional discriminations involving gustatory, visual, and auditory stimuli, and test probes were conducted to evaluate the derivation of symmetrical and transitive relations. Participants were able to master the directly trained relations (gustatory-visual, visual-auditory) and consistently demonstrate symmetrical relations (auditory-visual).