Gorham, Marie and Barnes-Holmes, Yvonne and Barnes-Holmes, Dermot and Berens, Nicholas (2009) Derived Comparative and Transitive Relations in Young Children With and Without Autism. The Psychological record, 59 (2). pp. 221-246. ISSN 0033-2933

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Abstract

The current study comprised 2 experiments to generate relational responding in typically developing children and children with autism. In Study 1, the children were exposed to a problem-solving task that involved the presentation of 2, 3, or 4 identically sized coins to test and train the arbitrary relations of more than and less than. All 8 children failed baseline tests involving 4 coins and were exposed to training of the A-B, B-C, A-B-C, and A-B-C-D relations. Seven proceeded rapidly through training and passed tests with a novel set. They then participated in Study 2. Four typically developing children and 2 with autism failed baseline B-D tests. Although the former proceeded rapidly through B-D training with 4 and 5 coins, the latter required interventions. All 7 children thereafter demonstrated B-D relations with 4 and 5 coins. These findings support relational frame theory and its use in educational interventions with developmentally delayed populations.

Item Type:	Article
Keywords:	Derived Comparative Relations; Transitive Relations; Young Children; Autism;
Academic Unit:	Faculty of Science and Engineering > Psychology
Item ID:	4957
Depositing User:	Yvonne Barnes-Holmes
Date Deposited:	14 May 2014 11:06
Journal or Publication Title:	The Psychological record
Publisher:	Springer Verlag
Refereed:	Yes
URI:	Publisher
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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