摘要：Children with Autism Spectrum Disorder (ASD) often present with developmental deficits in the area of
generative verbal behaviour and the ability to accomplish arbitrary applicable relational responding (AARR).
This study used Relational Frame Theory and the Training and Assessment of Relational Precursors and
Abilities assessment protocol in the form of table-top tasks to assess and train comparative relations in three
boys with ASD. On exposure to multiple exemplar training (MET), all three participants successfully reached
mastery criterion on four separate stages of training. This provides evidence that MET can be used to teach
AARR in individuals with ASD.
其他摘要：Generative verbal behaviour and its development has proven to be one of the greatest intellectual challenges to behaviour analysts, especially when trying to teach language to children with ASD. Relational Frame Theory (RFT) argues that generative verbal behaviour is based on the learned ability to accomplish arbitrary applicable relational responding (AARR). Typically developing children can learn relational framing through exposure to their natural language environment; however, children with ASD do not seem to learn this crucial form of responding and as a result, show deficits in this area. In this study, assessment and training was carried out using the Training and Assessment of Relational Precursors and Abilities (TARPA) assessment protocol in the form of table-top tasks. The assessment procedure consisted of six phases, and the training procedure consisted of four phases. Using a multiple baseline design across participants, multiple exemplar training (MET) was employed to establish arbitrary applicable responding in accordance with comparative relations in three boys with ASD. All three participants successfully reached mastery criterion of all four phases. Along with other research in this area, this study demonstrated that MET can be used to successfully teach arbitrary relational responding in individuals with ASD.
其他关键词：Relational Frame Theory (RFT); ASD; arbitrary applicable relational framing (AARR); Training and Assessment of Relational Precursors and Abilities (TARPA)
