Understanding and Using Relational Frame Theory for Behavior Analysts
About This Course
Integrating RFT in EIBI Programming with Siri Ming
September 10, 2020 - October 1, 2020
Relational Frame Theory (RFT) sees 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 webinar series, Siri Ming, Ph.D., BCBA-D identifies relational framing repertoires as behavioral cusps to teach towards an ultimate aim of establishing generative language in early intervention programs.
Decades of research have established the effectiveness of applied behavior analysis (ABA) as an intervention for children with autism and other developmental delays. For participants who are using a more traditional behavior analytic or Skinnerian verbal behavior approach, Dr. Ming’s approach explicitly does not propose a wholesale replacement of current behavior analytic programs. Rather, she will introduce new ways of conceptualizing language skills that will enhance existing practices, particularly with respect to issues of rote vs flexible, generative responding. For participants who are using curricula based on an RFT approach already, she invites a deeper exploration of the underlying theory, and introduces a case review framework for problem-solving when lesson plans are not producing desired outcomes.
Participants can expect to learn the essentials of RFT, along with effective, evidence-based practical strategies for promoting generalized and generative language repertoires for young children. Detailed protocols and examples will be provided.
RFT and Advanced Language, Social Development, and Parent/Staff Training & Support with Thomas Szabo
October 8, 2020 - October 29, 2020
Relational Frame Theory (RFT) places generalized derived relational responding — relational framing — at the core of human language. Relational framing is essential for fluent conversational skills, academic progress, and the development of advanced social behavior, such as moral and ethical conduct. Relational framing repertoires have been highly correlated with language and IQ measures. Relational framing instructional programs have shown powerful effects on both academic skills and IQ. Programs using RFT methods to develop moral and ethical repertoires also show substantial promise.
Thomas Szabo, PhD, BCBA-D discusses the application of RFT to more advanced language and social repertoires as well as to staff and parent training. Participants will practice teaching metaphor and analogy, perspective taking, deictic framing, and emotion recognition. Participants will also practice teaching parents and professionals how to structure learning activities that promote moral and ethical skill development.
Participants will learn the essentials of RFT along with evidence-based, practical strategies for promoting advanced social skills and effective staff and parent repertoires for helping learners excel in academic and social contexts.
Schedule
Integrating RFT in EIBI Programming
Session 1 | September 10, 2020, 1 PM—3 PM EDT
Introduction to RFT: Theory and application to EIBI programming
Session 2 | September 17, 2020, 1 PM—3 PM EDT
Foundations for generative language; assessing and teaching coordination
Session 3 | September 24, 2020, 1 PM—3 PM EDT
Teaching the earliest relational operants: difference, comparison, opposition
Session 4 | October 1, 2020, 1 PM—3 PM EDT
Establishing foundations for complex relational responding
RFT and Advanced Language, Social Development, and Parent/Staff Training & Support
Session 1 | October 8, 1 PM—3 PM EDT
Introduction to Advanced AARR: Rule Governance and Listener Repertoires, Moral and Ethical Conduct
Session 2 | October 15, 2020, 1 PM—3 PM EDT
Emotion Recognition, Analogies and Metaphors
Session 3 | October 22, 1 PM—3 PM EDT
Crel and Cfunc Repertoires, Deictic Framing, The Concept of Self
Session 4 | October 29, 2020, 1 PM—3 PM EDT
Training Moral and Ethical Repertoires, Empathy, and Compassion
Learning Objectives
Participants will be able to:
- Describe the defining features of relational frames.
- Distinguish between derived, generalized, and taught responses.
- Distinguish between arbitrary and nonarbitrary relational responding.
- Describe different types of relational frames, including coordination, distinction, opposition, comparison, temporal and spatial relations, hierarchy, and deictic frames (perspective-taking).
- Describe recent applied literature on establishing a variety of relational frames.
- Describe and practice how to assess and teach nonarbitrary and arbitrary relational responding skills in relations of coordination.
Integrating RFT in EIBI Programming
- Discuss broad social implications of advanced relational and listener skill acquisition.
- Identify reasons for building healthy relationships with cultural rules.
- List direct contingency strategies for making ethics a habit.
- Evaluate the role that rule-following and rule-generating play in ethics.
- Demonstrate how to apply fACT concepts to create a new understanding of what depression is, and is not.
- Distinguish between and give examples of pliance, tracking, and augmenting.
- Weigh the utility of motivational constructs on a continuum from molecular to molar analyses.
RFT and Advanced Language, Social Development, and Parent/Staff Training & Support
Continuing Education
Please review complete CE and conflict-of-interest disclosure information prior to registering. This course is jointly sponsored by Praxis CET and Institute for Better Health (IBH) and is approved for 8-16 CE Hours by the following:
- APA – Psychologists
- BACB – Behavior Analysts
- NBCC – National Counselors
- NAADAC – Drug & Alcohol Counselors
- NY State – Counselors and Social Workers
- Other State Level Counselors, MFTs, and Social Workers
- WESPSB – Educators
- ACCME – Physicians
- ANCC – Nurses
Prerequisites
Audience
Recommended Reading
Ming, S., Stewart, I. & McElwee, J. (2019). Using RFT to promote generative language: Volume 1—Integrating RFT and verbal behavior to create a foundation of derived equivalence for early learners. FL: Hedgehog Publishers
Törneke, Niklas (2010). Learning RFT. Oakland, CA: New Harbinger Publications.
References
Ming, S., Mulhern, T., Stewart, I., Moran, L., & Bynum, K. (2018). Testing and Training Class Inclusion in Typically Developing Young Children and Individuals with Autism. Journal of Applied Behavior Analysis. 51, 53-60. doi: 10.1002/jaba.429
Ming, S., & Stewart, I. (2017). When Things are Not the Same: A review of research into relations of difference. Journal of Applied Behavior Analysis. 50, 429-455. doi: 10.1002/jaba.367
Shillingsburg, M. A., Frampton, S. E. S. E., Cleveland, S. A., & Cariveau, T. (2018). A clinical application of procedures to promote the emergence of untrained intraverbal relations with children with autism. Learning and Motivation, 62, 51-66
Szabo, T. G. (2017). Problem-solving: Aligning Skinner’s framework with RFT’s pragmatic verbal analysis. In R. A. Rehfeldt, M. Fryling, L. Hayes, & J. Tarbox (Eds.) Applied Behavior Analysis of Language and Cognition. Oakland: New Harbinger Publications.
Szabo, T. G., & Dixon, M. R. (2016). Contextual behavior science and education. In R. D. Zettle, & A. Biglan (Eds.) Handbook of Contextual Behavior Science. Oakland: New Harbinger Publications.
Szabo, T. G. & Tarbox, J. (2015). Beyond what “is” and what “is-not.” Journal of Contextual Behavior Science, 4, 220-224.
This training is worth up to 16 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.
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.
Refund and Cancellation Policy
We understand, sometimes things come up!
Praxis will offer a full refund to registrants of both live and live-online trainings who cancel their registration prior to 14 days before an event/course. If a registrant would like to cancel their registration within 14 days of the event, no refund will be offered. However, the registrant can elect to receive a credit to be used toward another Praxis event within 1 calendar year.
