Establishing arbitrary comparative relations and referential transformations of stimulus function in individuals with...

Area of Science:

• Psychology
• Behavioral Science
• Developmental Psychology

Background:

• Relational Frame Theory (RFT) suggests complex language arises from relational networks.
• Understanding comparative relations is crucial for language development.
• Individuals with autism may face challenges in developing these relational networks.

Purpose of the Study:

• To investigate the development of arbitrarily applicable relational networks in children with autism.
• To assess the emergence of untrained comparative relations based on RFT principles.
• To explore the potential of RFT-based interventions for autism.

Main Methods:

• Two children with autism participated in experiments involving comparative relational networks.
• Stimuli were conditioned using 'bigger' or 'faster' relations (e.g., A > B, B > C).
• Emergence of untrained relations (A-C, C-A) and matching tasks were assessed.

Main Results:

• Participants successfully learned trained comparative relations (e.g., A is bigger than B).
• Untrained, combinatorially entailed relations (A-C) emerged, demonstrating relational learning.
• Participants accurately matched stimuli based on learned arbitrary comparative properties.

Conclusions:

• Children with autism can establish and generalize arbitrarily applicable relational networks.
• Findings support RFT's applicability to understanding language development in autism.
• This suggests potential for RFT-based interventions to enhance relational skills in autism.