Date of Award

8-1-2013

Degree Name

Master of Science

Department

Behavior Analysis and Therapy

First Advisor

Rehfeldt, Ruth Anne

Abstract

Relational Frame Theory provides a modern, data-driven account of human language and cognition that stems from the concept of derived stimulus relations. Typically, multiple exemplar instruction is implemented with stimuli as the independent variable in many Relational Frame Theory studies. The current study is the first to evaluate the effects of multiple exemplar instruction implemented intraverbally with typically developing children. Comparative frames of faster-than/slower-than and bigger-than/smaller-than were probed during the pretest. During the instructional phase, only comparative frames of faster-than/slower-than were taught. Although posttest probes were originally planned to test for the emergence of novel responding with bigger-than/smaller-than comparative frames, the focus of the current study is on evaluating methodological aspects, which include the intraverbal implementation of multiple exemplar instruction and the modification of instructional phases. Keywords: Relational Frame Theory, stimulus equivalence, intraverbals, multiple exemplar instruction, typically developing children

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