children

Background and objective: Psychological distress is a general term used to describe unpleasant feeling. In other words, it is a mental illness that interferes with activities of daily person. Mothers of children with autism spectrum disorder often experience severe difficulties and stress. In order to limit excessive clinical referrals to specialist psychological services and rehabilitation, there is a need to identify alternative psychological treatments.

Objective: To examine the effects of Stepping Stones Triple P (SSTP) and Acceptance and Commitment Therapy (ACT) on child functioning, quality of life, and parental adjustment.

Method: 67 parents (97.0% mothers) of children (64.2% male; mean age 5.3 ± 3.0 years) with cerebral palsy participated in a randomized controlled trial with three groups: wait-list control, SSTP, and SSTP + ACT. This article details the secondary outcomes.

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.

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.

Relational Frame Theory (RFT) proposes that derived relational responding is crucial to the development of verbal behavior. According to RFT, typically developing children acquire the ability to derive relations through natural language interactions. In contrast, children with autism often do not acquire these skills as readily and require interventions to target their development.

Answering yes/no questions (Y/N-Q responding) is a fundamental repertoire in human language and thus it is of both theoretical and practical importance to investigate the origins and development of this repertoire in children and to examine processes whereby it can be trained in populations in whom it does not easily emerge. This article examines research and theory concerning the development and training of Y/N-Q responding in children.

The aims of the current study were to measure patterns of relational framing linked with categorization in young, typically developing children and to correlate framing performance with linguistic and cognitive potential as measured by standardized instruments, including the Peabody Picture Vocabulary Test, Fourth Edition (PPVT–4), the Stanford–Binet Intelligence Scales—Fifth Edition (SB5), and the Children’s Category Test (CCT).