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Teaching Nonarbitrary Temporal Relational Responding in Adolescents with Autism
Deirdre Barry1, Jacob Neufeld1, Ian Stewart1
1School of Psychology, University of Galway Galway, Galway, H91 TK33 Ireland.
The Analysis of Verbal Behavior
|March 24, 2025
Summary
Relational frame theory (RFT) emphasizes temporal relational responding for skills like planning. A multiple exemplar training (MET) procedure effectively taught nonarbitrary temporal relations to autistic adolescents, with lasting skill generalization.
Area of Science:
- Psychology
- Behavioral Science
- Developmental Psychology
Background:
- Relational frame theory (RFT) highlights temporal relational responding for essential cognitive skills.
- Limited research exists on teaching temporal relational responding, particularly nonarbitrary relations.
Purpose of the Study:
- To assess existing temporal relational responding skills in autistic adolescents.
- To evaluate the effectiveness of RFT-based multiple exemplar training (MET) for teaching nonarbitrary temporal relations.
Main Methods:
- Employed a multiple exemplar training (MET) procedure based on relational frame theory (RFT).
- Trained three autistic adolescents on nonarbitrary temporal relations.
- Assessed skill acquisition, maintenance, and generalization.
Main Results:
- All participants achieved 100% mastery of nonarbitrary temporal relations post-MET.
- Skills were maintained at 2 and 4 weeks post-training.
- The learned skill generalized to two novel datasets with 100% accuracy.
Conclusions:
- RFT-based MET is effective for teaching nonarbitrary temporal relations to autistic adolescents.
- The training procedure facilitated lasting and generalized temporal relational responding.
- This approach provides a foundation for developing more complex derived temporal relations.
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