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

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.