Uh-oh, it looks like your Internet Explorer is out of date.
For a better shopping experience, please upgrade now.
Copublished with Context Press
Derived Relational Responding offers a series of revolutionary intervention programs for applied work in human language and cognition targeted at students with autism and other developmental disabilities. It presents a program drawn from derived stimulus relations that you can use to help students of all ages acquire foundational and advanced verbal, social, and cognitive skills.
The first part of Derived Relational Responding provides step-by-step instructions for helping students learn relationally, acquire rudimentary verbal operants, and develop other basic language skills. In the second section of this book, you'll find ways to enhance students' receptive and expressive repertoires by developing their ability to read, spell, construct sentences, and use grammar. Finally, you'll find out how to teach students to apply the skills they've learned to higher order cognitive and social functions, including perspective-taking, empathy, mathematical reasoning, intelligence, and creativity. This applied behavior analytic training approach will help students make many substantial and lasting gains in language and cognition not possible with traditional interventions.
|Publisher:||New Harbinger Publications|
|Sold by:||Barnes & Noble|
|File size:||7 MB|
About the Author
Yvonne Barnes-Holmes, PhD, is lecturer in psychology in the Department of Psychology at the National University of Ireland, in Maynooth, Ireland.
Steven C. Hayes, PhD, is Nevada Foundation Professor in the department of psychology at the University of Nevada, Reno. An author of forty-one books and more than 575 scientific articles, he has shown in his research how language and thought leads to human suffering. He is codeveloper of ACT, a powerful therapy method that is useful in a wide variety of areas.
Table of Contents
Series Editor Letter vii
Foreword: An Applied Behavioral Psychology of Language and Cognition ix
Introduction and Acknowledgments 1
Part 1 Establishing the Prerequisites for Normal Language
Chapter 1 Reinforcer Identification Strategies and Teaching Learner Readiness Skills Thomas S. Higbee 7
Chapter 2 The Assessment of Basic Learning Abilities (ABLA) and Its Relation to the Development of Stimulus Relations in Persons with Autism and Other Intellectual Disabilities W. Larry Williams Marianne L. Jackson 25
Chapter 3 Observing Responses: Foundations of Higher-Order Verbal Operants Dolleen-Day Keohane Jo Ann Pereira Delgado R. Douglas Greer 41
Chapter 4 Joint Attention and Social Referencing in Infancy as Precursors of Derived Relational Responding Martha Pelaez 63
Chapter 5 Establishing Mand and Tact Repertoires Linda A. LeBlanc Courtney M. Dillon Rachael A. Sautter 79
Part 2 Speaking with Meaning and Listening with Understanding
Chapter 6 Nonrelational and Relational Instructional Control Jonathan Tarbox Rachel S. F. Tarbox Los Angeles; Denis O'Hora 111
Chapter 7 Naming and Frames of Coordination Caio F. Miguel Sacramento; Anna I. Petursdottir 129
Chapter 8 Acquiring the Earliest Relational Operants: Coordination, Difference, Opposition, Comparison, and Hierarchy Carmen Luciano Miguel Rodriauez Israel Manas Francisco Ruiz Nicholas M. Berens Reno; Sonsoles Valdivia-Salas 149
Chapter 9 Applying Relational Operants to Reading and Spelling Deisy G. de Souza Julio C. de Rose Camila Domeniconi 171
Chapter 10 Syntax, Grammatical Transformation, and Productivity: A Synthesis of Stimulus Sequences, Equivalence Classes, and ContextualControl Harry A. Mackay Lanny Fields 209
Chapter 11 Extending Functional Communication Through Relational Framing Rocio Rosales Ruth Anne Rehfeldt 237
Part 3 Self, Reasoning, Problem Solving, and Creativity
Chapter 12 Training Analogical Reasoning as Relational Responding Ian Stewart Dermot Barnes-Holmes Maynooth; Tim Weil 257
Chapter 13 Understanding and Training Perspective Taking as Relational Responding Louise McHugh Yvonne Barnes-Holmes Dermot Barnes-Holmes 281
Chapter 14 Establishing Empathy Sonsoles Valdivia-Salas Olga Gutierrez-Martinez Carmelo Visdomine 301
Chapter 15 Mathematical Reasoning Chris Ninness James Holland Glen McCuller Robin Rumph Sharon Ninness Jennifer McGinty Stephen F. Austin Mark Dixon 313
Chapter 16 Developing Self-Directed Rules Carmen Luciano Sonsoles Valdivia-Salas Francisco Cabello-Luque Monica Hernandez 335
Chapter 17 Teaching Flexible, Intelligent, and Creative Behavior Catriona O'Toole Carol Murphy Dermot Barnes-Holmes Maynooth; Jennifer O'Connor Kilbarrack 353