Assessment of parental experiential avoidance in a clinical sample of children with anxiety disorders
This investigation seeks to establish the psychometric properties of an adapted measure of experiential avoidance (EA) in the parenting context by assessing its relation to other parenting constructs and psychosocial correlates of child anxiety in a clinical sample. Participants were 154 children (90 female, 64 male) diagnosed with anxiety disorders and their parents (148 mothers, 119 fathers).
Assessment of parental experiential avoidance in a clinical sample of children with anxiety disorders
This investigation seeks to establish the psychometric properties of an adapted measure of experiential avoidance (EA) in the parenting context by assessing its relation to other parenting constructs and psychosocial correlates of child anxiety in a clinical sample. Participants were 154 children (90 female, 64 male) diagnosed with anxiety disorders and their parents (148 mothers, 119 fathers).
Establishing derived manding for specific amounts with three children: Attempt at synthesizing Skinner's verbal behavior RFT
Participants were 2 typically developing children, aged 9 and 10 years, and 1 child, aged 4 years, with a reported severe speech delay. Five specific mand functions were trained such that participants learned to mand for the delivery or removal of tokens to the value of –2, –1, 0, +1, and +2, by presenting an arbitrary stimulus (A1, A2, A3, A4, and A5, respectively).
Acceptance and mindfulness treatments for children and adolescents: A practitioner's guide
The field of psychology is witnessing the emergence and rapid scientific advancement of "third-wave" behavior therapies, such as dialectical behavior therapy (DBT), acceptance and commitment therapy (ACT), mindfulness-based cognitive therapy (MBCT), and mindfulness-based stress reduction (MBSR).
Equivalence Class Formation in Language-Able and Language-Disabled Children
Stimulus equivalence seems to have relevance to the study of semantics and of language more generally. If so, there may be a relation between language use and the demonstration of stimulus equivalence. This was examined in three groups of children ranging in chronological age and matched on a conventional measure of mental age: normally developing preschoolers, retarded children who used speech or signs spontaneously and appropriately, and retarded children who did not.
Equivalence Class Formation in Language-Able and Language-Disabled Children
Stimulus equivalence seems to have relevance to the study of semantics and of language more generally. If so, there may be a relation between language use and the demonstration of stimulus equivalence. This was examined in three groups of children ranging in chronological age and matched on a conventional measure of mental age: normally developing preschoolers, retarded children who used speech or signs spontaneously and appropriately, and retarded children who did not.
Assessing Relational Learning Deficits in Perspective-Taking in Children with High Functioning Autism Spectrum Disorder
Perspective-taking, or the ability to demonstrate awareness of Informational states in oneself and in others, has been of recent interest in behavioral psychology. This is, in part, a result of a modern behavioral approach to human language and cognition known as Relational Frame Theory, which views perspective- taking as generalized operant behavior based upon a history of reinforcement for relational responding.