Understanding and Using Relational Frame Theory for Behavior Analysts

8-16
CE Hours available ( How do I get my CE? )
Siri Ming, PhD, BCBA-D Behavior analyst, consultant, and trainer
Thomas Szabo, PhD, BCBA-D Behavior analyst, trainer, and author

About This Course

In these paired online courses, Siri Ming, PhD, BCBA-D and Thomas Szabo, PhD, BCBA-D 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. Either training may be taken by itself for 8 CE—just look for the individual price options to the right. Or you can get the full RFT for Behavior Analysts experience, and 16 CE, by selecting the EIBI + Advanced Language option, which offers a discounted, combined registration for both courses.

Integrating RFT in EIBI Programming with Siri Ming
July 8, 2021 - July 29, 2021

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
August 5, 2021 - August 26, 2021

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. This course offers 3 ethics hours.

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.

This training is worth 8-16 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.

Prior to registering, please review speaker-planner conflict of interest disclosures and complete CE information.

Schedule

Integrating RFT in EIBI Programming (8 CE hours)

Session 1 | July 8, 2021, 1 PM—3 PM EDT

Introduction to RFT: Theory and application to EIBI programming

Session 2 | July 15, 2021, 1 PM—3 PM EDT

Foundations for generative language; assessing and teaching coordination

Session 3 | July 22, 2020, 1 PM—3 PM EDT

Teaching the earliest relational operants: difference, comparison, opposition

Session 4 | July 29, 2020, 1 PM—3 PM EDT

Establishing foundations for complex relational responding

RFT and Advanced Language, Social Development, and Parent/Staff Training & Support (8 CE hours)

Session 1 | August 5, 1 PM—3 PM EDT

Introduction to Advanced AARR: Rule Governance and Listener Repertoires, Moral and Ethical Conduct (1 Ethics Hour)

Session 2 | August 12, 2020, 1 PM—3 PM EDT

Emotion Recognition, Analogies and Metaphors

Session 3 | August 19, 1 PM—3 PM EDT

Crel and Cfunc Repertoires, Deictic Framing, The Concept of Self

Session 4 | August 26, 2020, 1 PM—3 PM EDT

Training Moral and Ethical Repertoires, Empathy, and Compassion (2 Ethics Hours)

Learning Objectives

Participants will be able to:

Integrating RFT in EIBI Programming

  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, temporal and 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. Create a plan for using EBT within a client-relevant content area.
  9. Describe and practice how to assess and teach nonarbitrary and arbitrary relational responding skills in relations of distinction.
  10. Identify potential prerequisites, describe and practice how to assess and teach nonarbitrary and arbitrary relational responding skills in relations of comparison and opposition.
  11. Distinguish between teaching categorization from an equivalence perspective and teaching hierarchical categorization; describe and practice how to teach class inclusion.
  12. Describe essential repertoires for the development of a concept of self and perspective taking (deictic framing), such as tacting one’s own vs other’s actions, tacting private events, self-monitoring/self-evaluation

RFT and Advanced Language, Social Development, and Parent/Staff Training & Support

  1. Discuss broad social implications of advanced relational and listener skill acquisition.
  2. Identify reasons for building healthy relationships with cultural rules.
  3. List direct contingency strategies for making ethics a habit.
  4. Evaluate the role that rule-following and rule-generating play in ethics.
  5. Demonstrate how to apply fACT concepts to create a new understanding of what depression is, and is not.
  6. Distinguish between and give examples of pliance, tracking, and augmenting.
  7. Weigh the utility of motivational constructs on a continuum from molecular to molar analyses.

Continuing Education

Please review complete CE and conflict-of-interest disclosure information prior to registering. This live online course is jointly sponsored by Praxis CET and Institute for Better Health (IBH). Each individual activity is approved for 8 CE Hours by the following listed below. (You may earn 16 CE hours if you attend both courses in full.) There was no commercial support for this activity. All the planners/presenters have no relevant financial relationships to disclose.

Praxis CET maintains responsibility for the program with the CE approvals outlined below:
  • Behavior Analysts:PraxisCET is an approved BACB ACE Provider # OP-17-2718.
  • National Counselors: Praxis Continuing Education and Training, Inc. has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6759. Programs that do not qualify for NBCC credit are clearly identified. Praxis Continuing Education and Training, Inc. is solely responsible for all aspects of the programs.
  • NY Social Workers:Praxis Continuing Education and Training, Inc is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0467
  • NY Counselors:Praxis Continuing Education and Training, Inc. is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0198.
  • NY Psychologists:Praxis Continuing Education and Training, Inc. is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0002.
Institute for Better Health maintains responsibility for the program with the CE approvals outlined below:
  • Psychologists:Institute for Better Health is approved by the American Psychological Association (APA) to sponsor continuing education to psychologists. Institute for Better Health maintains responsibility for this program and its contents.

Prerequisites

Intermediate to advanced knowledge of behavior analysis, beginner to intermediate knowledge of RFT.

Audience

Behavior Analysts, counselors, social workers, and psychologists (intermediate level)

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 up to 14 days before the course or workshop start date, minus an administrative processing fee of $30 for a 2-day workshop or online course, and a $50 fee for a 4-day workshop. If cancelled within 14 days, no refund will be issued, however, a credit for the same amount will be applied toward another learning product, which expires within 1 year. Please contact us at events@praxiscet.com to cancel a registration.