Understanding and Using Relational Frame Theory for Behavior Analysts

ACT in Behavior Analysis - 9 Week Online Consultation

With Siri Ming, PhD, BCBA-D and Tom Szabo, PhD, BCBA-D 

Relational frame theory (RFT) places generalized derived relational responding—relational framing—as the core skill involved in human language, essential for flexible, fluent conversational skills and academic progress. Relational framing repertoires have been highly correlated with language and IQ measures, relational training programs have shown powerful effects on both academic skills and IQ, and a key domain for the application of RFT has recently been in teaching children with language and academic deficits. In this online course, Thomas Szabo and Siri Ming identify relational framing repertoires as behavioral cusps to establish generative language in early intervention programs. They also discuss the application of RFT to more advanced language and social repertoires, as well as to staff and parent training.

You will learn the essentials of RFT, along with effective, evidence-based, practical strategies for promoting generalized and generative language repertoires for young children, teaching more advanced language and social skills, and working effectively with staff and parents.

Structure

In this online course, there will be three modules, with two class sessions per module (six weeks, two hours per class).

Module 1) Introduction to RFT (all learners)
Module 2) RFT & Early Intensive Behavioral Intervention (EIBI) Curriculum (Ming)
Module 3) RFT & Advanced Language, Social Development & Parent/Staff Training/Support (Szabo)

Learning Objectives

  1. Describe the defining features of relational frames.
  2. Distinguish between derived, generalized, and taught responses.
  3. Distinguish between arbitrary and nonarbitrary relational responding.
  4. Describe different types of relational frames, including coordination, distinction, opposition, comparison, spatial relations, hierarchy, and deictic frames (perspective taking).
  5. Describe recent applied literature on establishing a variety of relational frames.
  6. Describe and practice how to assess and teach nonarbitrary and arbitrary relational responding skills in relations of coordination.
  7. Describe the elements of frames of coordination/stimulus equivalence and examples of current literature using equivalence-based teaching; develop and practice implementing equivalence-based teaching plans for efficiently teaching new content.
  8. Describe and practice how to assess and teach nonarbitrary and arbitrary relational responding skills in relations of distinction.
  9. Describe and practice how to assess and teach nonarbitrary and arbitrary relational responding skills in relations of opposition.
  10. Describe and practice how to assess and teach nonarbitrary and arbitrary relational responding skills in relations of comparison.
  11. Distinguish between teaching categorization from an equivalence perspective and teaching hierarchical categorization; describe and practice how to assess and teach class inclusion.
  12. Describe the strengths and weaknesses of traditional applied behavior analysis (ABA) social skills and parent training approaches.
  13. Identify advanced language acquisition targets not commonly addressed in EIBI, special education, emotional and behavioral disorders, and mainstream education curricula (i.e., metaphor, analogical reasoning, deictic framing, and rule-following behavior).
  14. Frame language acquisition targets hierarchically.
  15. Frame social skills acquisition targets hierarchically.
  16. Identify three tools useful in applied-RFT approaches to parent support.

Session 1
Introduction to RFT A (Ming & Szabo)
March 19, 2019, 4 PM—6 PM EDT

Session 2
Introduction to RFT B (Ming & Szabo)
March 26, 2019, 4 PM—6 PM EDT

Session 3
RFT & EIBI Curriculum A (Ming)
April 2, 2019, 4 PM—6 PM EDT

Session 4
RFT & EIBI Curriculum B (Ming)
April 9, 2019, 4 PM—6 PM EDT

Session 5
RFT & Advanced Language, Social Development & Parent/Staff Training/Support A (Szabo)
April 16, 2019, 4 PM—6 PM EDT

Session 6
RFT & Advanced Language, Social Development & Parent/Staff Training/Support B (Szabo)
April 23, 2019, 4 PM—6 PM EDT

This training is worth 12 CE credit hours if attended live. While we can only provide CE to those who are present – i.e. logged in – for live presentation(s), all Praxis webinars are recorded for later viewing. Registrants may then access these recordings at any time for up to six months from the conclusion of the training to which they pertain.

Continuing Education
Read more about our continuing education credits—how they work and how to get your certificate(s).

Technical Requirements
This is an online learning event. Access to a computer and high-speed internet is required. Refer to our FAQ page for further information on technical requirements for this training.

Disclosures
Refer to our FAQ page for our disclosure information.

All prices listed in US dollars and times in US Eastern time zone.