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Using Relational Training to Improve Performance During Acceptance and Commitment Training Sessions.

Callan M Gilsenan¹, Zhihui Yi², Jessica M Hinman²

¹Emergent Learning Center, Naperville, IL USA.

Behavior Analysis in Practice

|March 28, 2022

Summary

This summary is machine-generated.

Relational training improved engagement in acceptance and commitment training (ACT) for children with autism, reducing maladaptive behaviors in one participant. Further research is needed to optimize this approach for autism interventions.

Keywords:

ACT Quantitative Analysis Scale (AQAS)AIM Acceptance and commitment training (ACT)Autism PEAK Relational training

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Area of Science:

Behavioral Psychology
Developmental Psychology
Clinical Psychology

Background:

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition often associated with challenges in social interaction and communication.
Acceptance and Commitment Training (ACT) is a therapeutic approach that can be adapted to address behavioral challenges in individuals with ASD.
Improving engagement during therapeutic interventions is crucial for treatment efficacy in children with autism.

Purpose of the Study:

To investigate the effectiveness of a relational training protocol in enhancing engagement during ACT sessions for children with autism.
To assess the impact of relational training on reducing maladaptive behaviors in this population.
To evaluate the secondary effects of relational training on overall performance in ACT sessions.

Main Methods:

A concurrent multiple-baseline across-participants design was employed.
Three female children diagnosed with autism participated in the study.
A relational training protocol comprising eight programs was implemented to foster relational responding.

Main Results:

One participant showed a decrease in maladaptive behavior, with a medium to large treatment effect.
All three participants demonstrated improvement in secondary performance measures during ACT sessions.
Data analysis using percentage of nonoverlapping data and Cohen's d indicated a small to moderate treatment effect.

Conclusions:

Relational training shows potential as an adjunct intervention to improve engagement and reduce maladaptive behaviors in children with autism during ACT.
Findings suggest that tailored therapeutic approaches, like ACT combined with relational training, may be beneficial for individuals with ASD.
Further research is warranted to refine relational training protocols and confirm their efficacy across a broader autism population.