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Behavior Analysts' Relationship to Relating Relations: A Survey on Perceptions, Acceptability, Knowledge, and

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Behavior analysts show interest in Relational Frame Theory (RFT) and Equivalence-Based Instruction (EBI) but formal education in RFT is low. This may limit the widespread application of these behavioral analysis procedures.

Keywords:
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Area of Science:

  • Behavior analysis
  • Psychology
  • Verbal behavior

Background:

  • Relational Frame Theory (RFT) and Equivalence-Based Instruction (EBI) are advanced procedures in behavior analysis.
  • Despite progress in research, large-scale applications of RFT and EBI lag behind.
  • Understanding barriers to adoption is crucial for advancing behavior analysis practice.

Purpose of the Study:

  • To investigate the perceptions, experiences, and barriers behavior analysts face when using RFT and EBI.
  • To replicate and extend previous findings on the adoption of RFT and EBI in behavior analysis.
  • To identify potential reasons for the gap between research and practice in RFT and EBI.

Main Methods:

  • A survey was conducted with 129 behavior analysts.
  • The survey assessed participants' interest, perceived scope, formal education, and barriers related to RFT and EBI.
  • The study replicated and extended the methodology of Enoch and Nicholson (2020).

Main Results:

  • A majority of behavior analysts reported formal education in EBI (78.3%), while a minority reported formal education in RFT (15.5%).
  • Participants expressed interest in RFT and EBI and generally perceived them as within the scope of behavior analysis.
  • Adoption rates of RFT and EBI procedures appear to correlate with the level of formal education received.

Conclusions:

  • A significant gap in formal education regarding RFT may hinder its widespread adoption and application.
  • Low accuracy on basic knowledge questions suggests a potential capacity issue in the field.
  • Addressing educational deficits is essential for effectively applying RFT and EBI to complex verbal behavior.