Assessing and Training Comparative Relations in Children with Autism Spectrum Disorder

Abstract

Children with Autism Spectrum Disorder (ASD) often present with developmental deficits in the area of generative verbal behaviour and the ability to accomplish arbitrary applicable relational responding (AARR). This study used Relational Frame Theory and the Training and Assessment of Relational Precursors and Abilities assessment protocol in the form of table-top tasks to assess and train comparative relations in three boys with ASD. On exposure to multiple exemplar training (MET), all three participants successfully reached mastery criterion on four separate stages of training. This provides evidence that MET can be used to teach AARR in individuals with ASD.

Keywords

• relational frame theory
• autism spectrum disorder
• arbitrarily applicable relational responding