Using Relational Frame Theory to Teach Prepositions to Children with Autism

<p>Children with autism often demonstrate deficits with the use of pragmatic language, including prepositions. Training methods such as direct instruction have been successfully used to train prepositions, but often do not demonstrate generalization of the skill, nor use of the skill when applied to arbitrary stimuli. The present study evaluated the efficacy of using a relational training method adapted from the PEAK-Transformation module to teach the non-arbitrary and arbitrary use of prepositions “close” and “far” to three children with autism. Participants 1 and 2 were able to demonstrate the non-arbitrary, receptive use of both close and far during training, while participant 3 was able to demonstrate and generalize the non-arbitrary use of close (far needed additional training). Additionally, the first participant demonstrated the arbitrary use of close and far following the implementation of arbitrary training, as well as demonstrated the ability to make combinatorially entailed relations between the arbitrary stimuli. The results from this study indicate that relational training as adapted from the PEAK-Transformation module is effective at training non-arbitrary and arbitrary applications of the prepositions close and far.</p>

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Psychological Science

Year dc:date.available

2020

Author dc:creator

• Vacha, Alexandra

Contributors dc:contributor

• Jacob Daar

• relational training
• prepositions
• spatial
• close and far
• arbitrary
• combinatorially entailed relations
• Social and Behavioral Sciences

Repository record dc:identifier

https://commons.nmu.edu/theses/626

OAI identifier oai:identifier

oai:commons.nmu.edu:theses-1660