Establishing a Deictic Relational Repertoire in Young Children
$15.00
BCBA CEUs: 1.5 CEUs
Read the following article and pass an 8-question quiz on it:
Weil, T. M., Hayes, S. C., & Capurro, P. (2011). Establishing a deictic relational repertoire in young children. The Psychological Record, 61, 371-390.
Brand: CEUniverse
Description
To earn credit, you will be required to read the article and pass an 8-question quiz about it. You can retake the quiz as many times as needed, but you will not receive exactly the same questions each time.
Abstract
Perspective-taking skills have been shown to be pivotal in a variety of social and interpersonal interactions. A better understanding of the process involved in building such a repertoire could be beneficial in a wide variety of language and social skills training programs. A relational frame theory approach to perspective taking involves a focus on deictic relations, such as I-You, Here-There, and Now-Then. The present study examined the effect of operant contingencies on deictic relational responding in 3 normally developing young (57 to 68 months old) children. In a multiple baseline across persons and tasks format, I-You, Here-There, and Now-Then deictic relational frames were successfully shaped as operant behavior. As the children acquired deictic relational frames at the Reversed and Double-Reversed levels, the children’s performance on traditional perspective-taking measures generally increased.
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I’ve always enjoyed reading and analyzing research articles. I like that I am now able to gain CEUs for reading and better understanding certain areas in the field of ABA.
Interesting article.
Very helpful in terms of potential implementation with clients.
Good article
Excellent
Very interesting and useful
This information is so relevant and necessary to understand. Thanks for including this article!
My short argument would be that this very paper, demonstrating MY INABILITY to learn these topics, through MY already established Derived Operant Class Mastery of derived relational frames, is only more evidence that RFT is such a profound over-complication and explanatory fiction of stimulus equivalence that we shouldn’t be teaching it. Zero out of Ten, do not recommend.
Interesting study. It would be useful to see replication with more participants and analyze the generality of results.
Interesting content but hard to read and answer questions on it