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| Image | Title | Rating | Reviews | Price | Buy | Summary | Description | |
|---|---|---|---|---|---|---|---|---|
 | An Introduction to Relational Frame Theory (Standard) |
4.33 out of 5 based on 1308 customer ratings
| 1308 | $14.00 | Learn the key concepts, terms, and approach of Relational Frame Theory (RFT), a behavioral account of human language and cognition. RFT provides the theoretical basis for promising new interventions in applied behavior analysis (e.g., PEAK Relational Training System) and clinical psychology (e.g., Acceptance and Commitment Therapy). | Relational Frame Theory (RFT) is a behavioral account of human language and cognition that emerged primarily from converging lines of research on rule-governed behavior and derived stimulus relations. It is an extension of B.F. Skinner’s analysis of verbal behavior in some respects, but also directly challenges some of the basic tenets of that analysis. More importantly, it has drastic implications for how we conduct a science of human behavior, as it explains how stimulus functions can be altered in ways that are not directly predictable from a traditional contingency analysis. RFT provides a framework for an analysis of complex human behavior, and serves as the basis of promising new interventions in applied behavior analysis (e.g., PEAK Relational Training System) and clinical psychology (e.g., Acceptance and Commitment Therapy). This tutorial, first published in 2004, helps the learner master the key concepts, terms, and approach of RFT.
Related blog post: Celebrating 20 Years of the RFT Tutorial
About the Author An Introduction to Relational Frame Theory was written and developed by Eric J. Fox, Ph.D. (Doc Fox), the founder and director of FoxyLearning. Doc Fox was a contributing author to the first book-length treatment of Relational Frame Theory (RFT), developed the original Association for Contextual Behavioral Science (ACBS) website (and the RFT and ACT websites that preceded it), was a founding member of the ACBS Board of Directors, and has presented and published on RFT numerous times. He holds a doctorate in Learning & Instructional Technology from Arizona State University and a master’s degree in behavior analysis from the University of Nevada, Reno. He has over two decades of experience in instructional design and previously served as a faculty member in the psychology department of Western Michigan University, Dean of Instruction at Saybrook University, Director of Instructional Design for Altius Education, Senior Content Developer at Cengage Learning, and Director of Educational Technology for The Ohio State University College of Medicine. His love of learning, technology, and behavioral science is coupled with an unhealthy affinity for Batman.
Learning ObjectivesThis tutorial introduces a conceptual framework (RFT) for analyzing human language and cognition that is more functional and pragmatic than the structural analyses of traditional linguistics or cognitive psychology. It will be particularly beneficial to those wishing to understand the theoretical basis of Acceptance and Commitment Therapy or Training (ACT) or those working to establish verbal repertoires with children or adults who have language delays. This tutorial will not provide you with training in specific interventions or methods based on RFT, but it will provide you with a conceptual understanding of the theoretical basis of such interventions and methods. Upon completing the tutorial, the learner should be able to:
HistoryThis tutorial was initially developed as part of the author’s dissertation research at Arizona State University. The topic was selected to introduce the complex concepts of RFT to a broad audience. The content of this tutorial should be considered quite accurate, as it was written by an expert in the field and reviewed for accuracy by Dr. Steven C. Hayes, who led the development of RFT and ACT, and Dr. Dermot Barnes-Holmes, who is one of the most prolific RFT researchers and scholars in the world. A beta version of the tutorial was introduced in 2003, with the first full release in 2004. The tutorial earned the author the Nova Southeastern Award for Outstanding Practice by a Graduate Student in Instructional Design from the Design & Development division of the Association for Educational Communications & Technology. With an award name that long, you know it’s got to be good. The first commercial version (developed in Adobe Flash) was launched on FoxyLearning in January 2010 and the first HTML5 version was launched in May 2012. The tutorial is updated on an ongoing basis, with with significant updates occurring in June 2013, June 2019, January 2020, and August 2022.An Introduction to Relational Frame Theory by Eric Fox is © 2004-2025 FoxyLearning LLC and distributed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. | ||
 | An Introduction to Verbal Behavior (Standard) |
4.19 out of 5 based on 937 customer ratings
| 937 | $16.00 | Learn the key concepts, terms, and approach of B.F. Skinner’s analysis of verbal behavior and language. Skinner’s analysis serves as the basis for many interventions in applied behavior analysis, and contributes to a functional understanding of human language. | B.F. Skinner’s book Verbal Behavior provided a conceptual framework for both researchers and clinicians interested in human language. That book had two major components. First, it introduced a set of new concepts for classifying and analyzing verbal behavior. Second, it then used these new concepts to develop an innovative and profound analysis and interpretation of factors that account for the behavior of an individual speaker. However, much of the power and intricacies of that analysis are lost if the introductory material is not mastered first. This tutorial—based on a programmed instructional text of the same name first published by Behavior Associates, Inc. in 1978—provides a way to quickly and thoroughly master those concepts with a fully interactive, multimedia introduction to verbal behavior. About the Author
Related blog post: Remembering Norm Peterson
Learning ObjectivesThis tutorial introduces B.F. Skinner’s conceptual framework for analyzing human language and verbal behavior. It will be particularly beneficial to those working to establish verbal repertoires with children or adults who have language delays. This tutorial will not provide you with training in specific interventions or methods based on Skinner’s analysis of verbal behavior, but it will provide you with a conceptual understanding of the theoretical basis of such interventions and methods. Upon completing this tutorial, the learner should be able to:
HistoryThis tutorial is based on a programmed textbook that was initially written as part of the author’s dissertation research at Western Michigan University and originally published in 1978. The content of this tutorial should be considered quite accurate, as it was written by an expert in the field and reviewed for accuracy by a number of other experts, including Dr. Richard Malott, Dr. Jack Michael, Dr. Linda Parott Hayes, and Greg Stikeleather. It was launched as an online tutorial on FoxyLearning in Adobe Flash format on May 28, 2010, with the first HTML5 version launching in May 2012. The tutorial is updated on an ongoing basis, with significant updates occurring in June 2013, January 2020, and August 2022. Text of An Introduction to Verbal Behavior is © 1978-2025 Norman Peterson, Ph.D. Graphics and other media elements of An Introduction to Verbal Behavior are © 2010-2025 FoxyLearning LLC and distributed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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 | Teaching Listener Responding to Children with Autism (Standard) |
4.19 out of 5 based on 339 customer ratings
| 339 | $8.00 | Learn a procedure for teaching listener responding to children with autism based on Early Intensive Behavioral Intervention and Discrete Trials Teaching. This tutorial was developed using a Behavioral Skills Training approach and features extensive video modeling. | Children with autism typically have difficulty communicating with others, lack some social skills, and perform unusual behaviors or rituals. Without effective treatment they are unlikely to be able to learn in traditional school or pre-school settings. Applied Behavior Analysis offers the most effective treatment for autism: Early Intensive Behavioral Intervention. It involves identifying children as early as possible, assessing the child’s learning needs, and setting up structured learning opportunities with clear instructions, fun and exciting consequences, and repeated practice until the child has learned the skill. These structured learning opportunities are called Discrete Trial Teaching (DTT) sessions. One area of language that is often taught in DTT is listener responding, which is generally described as following verbal directions. Effective listener responding allows you to respond to people and things in the environment. Using a Behavioral Skills Training approach and extensive video modeling, this tutorial shows how to use DTT to teach listener responding skills to learners with autism or any special learning need. About the AuthorsKaneen Smyer, Ph.D., BCBA-D
Jamie Severtson, Ph.D., BCBA-D
Linda A. LeBlanc, Ph.D., BCBA-D
Learning ObjectivesUpon completing the tutorial, the learner should be able to:
HistoryThis tutorial was initially developed by the authors in conjunction with FoxyLearning as part of Dr. Kaneen (Geiger) Smyer’s dissertation research at Auburn University. The content of this tutorial should be considered quite accurate, as it was written by three experts in the field of applied behavior analysis, all of whom are doctoral-level Board Certified Behavior Analysts with extensive experience. A commercial version was first released by FoxyLearning in May 2014. The tutorial is updated on an ongoing basis, with a significant update occurring in January 2020. Teaching Listener Responding to Children with Autism by Kaneen Smyer, Jamie Severtson, & Linda LeBlanc is © 2014-2025 FoxyLearning LLC and distributed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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 | Mastering the Basics of Visual Analysis (Standard) |
4.25 out of 5 based on 177 customer ratings
| 177 | $9.00 | This tutorial offers a systematic, evidence-based procedure for training individuals to conduct valid and reliable visual analyses of single-subject data. It features extensive discrimination training and practice opportunities; adaptive instruction and remediation for errors; and full audio narration in a self-paced, mobile-friendly format. |
Visual analysis of data is a cornerstone of single-subject research. Yet some researchers have found that experts often disagree about what constitutes an intervention effect. This potential lack of consistency across visual analysts can have negative implications for both research and practice. This tutorial offers a systematic, evidence-based procedure for training individuals to conduct valid and reliable visual analyses of single-subject data. It features extensive discrimination training and practice opportunities; adaptive instruction and remediation for errors; and full audio narration in a self-paced, mobile-friendly format. About the AuthorsKatie Wolfe, Ph.D., BCBA-D
Timothy Slocum, Ph.D.
Learning ObjectivesUpon completing the tutorial, the learner should be able to:
HistoryThis tutorial was initially developed as part of the first author’s dissertation research at Utah State University. A commercial version was released by FoxyLearning in August 2015. It is updated on an ongoing basis, with significant updates occurring in January 2020, August 2022, and May 2023. Mastering the Basics of Visual Analysis by Katie Wolfe and Timothy A. Slocum is © 2015-2025 FoxyLearning LLC and distributed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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 | Selecting, Confirming, and Maintaining an Alternative Method of Speaking for Non-Verbal Children and Adults (Standard) |
5 out of 5 based on 2 customer ratings
| 2 | $3.00 | A presentation by Dr. Patrick McGreevy delivered at the 2016 Michigan Autism Conference | AbstractMany children do not learn to communicate with spoken words. Many of these non-verbal children reach adulthood without an effective, alternative method of speaking. Some children are taught to ‘exchange pictures’, ‘select pictures on an electronic device with voice output’, or ‘use signs’. Still others are not provided with an alternative method of speaking at all. As the children become older, those who were provided with an alternative method, often abandon this method in favor of methods like ‘informal gestures’ or ‘leading others to what they want’, which are portable and which do not require special equipment. This abandonment suggests the need for systematic procedures which insure that alternative methods of speaking selected for non-verbal children are effective and endure through their adult years. The presenter describes systematic procedures for selecting an alternative method of speaking for specific learners and then testing the effectiveness of this method. About the SpeakerDr. McGreevy received B.S. and M.A. degrees in Psychology and Special Education, respectively, from the University of Iowa. He was a special education teacher for eight years, working with children and young adults with moderate-to-severe developmental disabilities. He received the Ph.D. degree in Education from Kansas University under the guidance of Ogden R. Lindsley. Dr. McGreevy served as an assistant research professor in the Institute for Community Studies and the Department of Special Education at the University of Missouri-Kansas City and as an assistant professor in the Department of Special Education at Louisiana State University. He taught courses in applied behavior analysis, as well as, curriculum and instruction for students with moderate-to-severe disabilities. He is the author of Teaching and Learning in Plain English, an introduction to Precision Teaching, and the founder and first editor of the Journal of Precision Teaching and Standard Celeration Charting. He is also the author of nine journal articles and a book chapter on teaching verbal behavior. He is also the first author of 14 Essential for Living, a new functional skills curriculum, assessment, and professional practitioner’s handbook for children and adults with moderate-to-severe disabilities. For the past 30 years, Dr. McGreevy has provided consultations for children and adults with developmental disabilities and hands-on training for their families. He has also provided consultation and training for school districts, residential programs, and hospitals in the United States, the United Kingdom, and Canada, specializing in the treatment of aggressive and self-injurious behavior in individuals with limited communication or language skills. Dr. McGreevy has also conducted workshops on teaching communication skills and language in the context of severe problem behavior, which are based on B. F. Skinner’s analysis of verbal behavior. From 2005-2014, Dr. McGreevy served as an assistant professor in the Behavior Analysis Program at the Florida Institute of Technology. He taught on-campus courses and seminars, and online lectures, with an emphasis on the application of principles and procedures. From 2005-2014, Dr. McGreevy served as an assistant professor in the Behavior Analysis Program at the Florida Institute of Technology. He taught on-campus courses and seminars, and online lectures, with an emphasis on the application of principles and procedures. |
Dr. Norm Peterson retired as the Director of Operations at the Foundation for Behavioral Resources. He earned his Ph.D. in Psychology from Western Michigan University, where he was one of the first graduates of that department’s doctoral program in Behavior Analysis. Prior to his work at the Foundation, Dr. Peterson also served as a faculty member at Western Michigan University and as a senior HR Consultant at Consumers Energy. 
Dr. Kaneen Smyer is a Board Certified Behavior Analyst who received her Ph.D. in 2012 from Auburn University. She has worked with individuals with developmental disabilities across the lifespan since 2003 and is the Program Director at Ivymount Corporation.
Dr. Jamie Severtson is the Clinical Director at Autism Learning Partners in Broomfield, Colorado. She is a Board Certified Behavior Analyst and a Licensed Behavior Analyst in the state of Missouri. Previously, she served as Assistant Professor and Graduate Coordinator of the Master of Arts in Applied Behavior Analysis Program at Southeast Missouri State University. Dr. Severtson holds a Ph.D. in Behavior Analysis from Western Michigan University.
Dr. Linda A. LeBlanc is the President of LeBlanc Behavioral Consulting. She is a licensed clinical psychologist and a Board Certified Behavior Analyst. She received her Ph.D. in 1996 from Louisiana State University and previously served on the psychology faculties at Claremont McKenna College (1997-1999), Western Michigan University (1999-2008), and Auburn University (2009-2012).
Dr. Katie Wolfe is an Associate Professor of Special Education and Applied Behavior Analysis in the Department of Educational Studies. Before pursuing her Ph.D. at Utah State University, she worked in various capacities and settings with children with autism and their families, including as a special educator and as a behavior analyst. Her research interests include the development and implementation of interventions to promote language and communication skills in young children with autism, variables that influence the visual analysis of single-case research data, and supporting practitioners in making data-based decisions. She is also interested in parent and practitioner training. Katie Wolfe teaches courses in applied behavior analysis and single-case research design.
Dr. Timothy A. Slocum is a Professor and Department Head of the Department of Special Education & Rehabilitation at Utah State University. He earned his doctorate in Special Education at the University of Washington in 1991. Dr. Slocum received the 2011 Fred S. Keller Behavioral Education award from Division 25 of the American Psychological Association and the 2014 Ernie Wing Award for Excellence in Evidence-Based Education from the Wing Institute.
