Training class inclusion responding in typically developing children and individuals with autism

Area of Science:

• Developmental Psychology
• Behavioral Science
• Cognitive Development

Background:

• Class inclusion is a complex cognitive skill crucial for understanding hierarchical relationships.
• Children with autism spectrum disorder often face challenges with class inclusion tasks.
• Relational Frame Theory (RFT) offers a framework for understanding and training derived relational responding.

Purpose of the Study:

• To assess and train class inclusion abilities in typically developing preschoolers and children with autism spectrum disorder using an RFT paradigm.
• To determine if RFT-based relational training can establish the target repertoire for class inclusion.
• To evaluate the maintenance and generalization of trained class inclusion skills.

Main Methods:

• A Relational Frame Theory (RFT) paradigm was employed to assess and train class inclusion.
• Participants included typically developing preschoolers and individuals with autism spectrum disorder who initially failed class inclusion tests.
• Relational training procedures were implemented, followed by post-training assessments for maintenance and generalization.

Main Results:

• Relational training successfully established the targeted class inclusion repertoire in all participants.
• Post-training assessments confirmed both the maintenance of learned skills and their generalization.
• The RFT paradigm proved effective in teaching class inclusion to diverse learners.

Conclusions:

• RFT-based relational training is an effective method for teaching class inclusion skills.
• This approach shows promise for supporting cognitive development in both typically developing children and those with autism spectrum disorder.
• Further research should explore limitations and expand upon these findings for broader applications.