Barnes-Holmes, Yvonne and Barnes-Holmes, Dermot and McHugh, Louise (2004) Teaching Derived Relational Responding to Young Children. Journal of Early and Intensive Behavioral Intervention, 1. pp. 4-10.

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Abstract

Although it employs a relatively small array of behavioral concepts and processes, Relational Frame Theory provides an account of how some of the most complex verbal events can be understood behaviorally and may be established systematically. In the current paper, the findings from a research agenda that has clear and widespread implications for educational practice are summarized. This exciting research initiative consists of studies in which both simple and relatively complex forms of derived relational responding have been targeted for assessment and remediation using interventions driven by Relational Frame Theory. A key theme running throughout the diverse content covered in this research program is the role of a basic understanding of relational responding in the teaching of critical cognitive or verbal repertoires in children. The article argues that identifying the core relational units involved in these cognitive skills, and targeting their fluid and flexible development with appropriate training, will lead to significant improvements in the methods used in many educational settings.

Item Type:	Article
Keywords:	Responding to young children, Teaching young children
Academic Unit:	Faculty of Science and Engineering > Psychology
Item ID:	396
Depositing User:	Yvonne Barnes-Holmes
Date Deposited:	07 Sep 2006
Journal or Publication Title:	Journal of Early and Intensive Behavioral Intervention
Publisher:	Joseph Cautilli
Refereed:	Yes
URI:
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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