THE SCIENTIFIC EVIDENCE
Stricker, C., Mao, J., Cassidy, S. et al. A Relational Frame Theory-Based Intervention for Improving Reading and Mathematical Competencies Among School Children. Journal of Behavioral Education (2024). https://doi.org/10.1007/s10864-024-09559-3
Roche. B. , Dillon, A., Moore, L., Cummins, J., Cassidy, S., & Grey, I. (2023). The effect of SMART Relational Skills training on Intelligence Quotients: Controlling for Individual Differences in Attentional Skills and Baseline IQ. The Journal of Contextual Behavioral Science, 28, 185-197. https://doi.org/10.1016/j.jcbs.2023.03.012
May, R. J., Tyndall, I., McTiernan, A., Roderique-Davies, G., & McLoughlin, S. (2022). The impact of the SMART program on cognitive and academic skills: A systematic review and meta-analysis. British Journal of Educational Technology, 53, 1244– 1261.
McLoughlin S, Tyndall I, Pereira A, Mulhern T. 2020. Non-verbal IQ Gains from Relational Operant Training Explain Variance in Educational Attainment: An Active-Controlled Feasibility Study. Journal of Cognitive Enhancement.
McLoughlin S, Tyndall I, Pereira A. 2020. Relational Operant Skills Training Increases Standardized Matrices Scores in Adolescents: A Stratified Active-Controlled Trial. Journal of Behavioral Education.
Amd, M., & Roche, B. (2018). Assessing the effects of a relational training intervention on fluid intelligence among a sample of socially disadvantaged children in Bangladesh. The Psychological Record, 68(2), 141–149.
Cassidy, S., Roche, B., Colbert, D., Stewart, I., & Grey, I. (2016). A relational frame skills training intervention to increase general intelligence and scholastic aptitude. Learning and Individual Differences, 47, 222–235. https://doi.org/10.1016/j.lindif.2016.03.001.
Cassidy, S., Roche, B., & Hayes, S. C. (2011). A relational frame training intervention to raise Intelligence Quotients: A pilot study. The Psychological Record, 61, 173–198. https://doi.org/10.1007/ BF03395755.
Colbert, D., Tyndall, I., Roche, B., & Cassidy, S. (2018). Can SMART training really increase Intelligence? A Replication Study. Journal of Behavioral Education, 27, 509-531. https://doi.org/10.1007/s10864-018-9302-2
Hayes, J., & Stewart, I. (2016). Comparing the effects of derived relational training and computer coding on intellectual potential in school-age children. British Journal of Educational Psychology, 86, 397–411. https://doi.org/10.1111/bjep.12114.
McLoughlin, S., Tyndall, I., & Pereira, A. (2018). A brief relational operant training program: Analyses of response latencies and intelligence. European Journal of Behavior Analysis, 19 (2). 228-246. DOI: https://doi.org/10.1080/15021149.2018.1507087.
Thirus, J., Starbrink, M., & Jansson, B. (2016). Relational frame theory, mathematical and logical skills: A multiple exemplar training intervention to enhance intellectual performance. International Journal of Psychology & Psychological Therapy, 16(2), 141–155.
Presti, G., Torregrosssa, S., Migliore, D., Roche, B., Cumbo, E. (2018). Relational Training Intervention as add-on therapy to current specific treatments in patients with mild-to-moderate Alzheimer’s disease. International Journal of Psychology and Neuroscience, 3, 88-97.
Vizcaíno-Torres, R.M., Ruiz, F., Luciano, C., López-López, J., Barbero-Rubio, A., & Gil, E. (2015). The effect of relational training on intelligence quotient. A case study. Psicothema, 27(2), 120- 127. https://doi.org/ 10.7334/psicothema2014.149.
McLoughlin, S., Tyndall, I., & Pereira, A. (2020), Convergence of multiple fields on a relational reasoning approach to cognition, Intelligence, 83: 101491.
Andrews, G., & Halford, G. S. (1998). Children’s ability to make transitive inferences: The importance of premise integration and structural complexity. Cognitive Development, 13, 479–513. https://doi. org/10.1016/S0885-2014(98)90004-1.
Barnes-Holmes, D., Finn, M., McEnteggart, C., Barnes-Holmes, Y. (2017). Derived Stimulus Relations and Their Role in a Behavior-Analytic Account of Human Language and Cognition. Perspectives on Behavior Science, 41, 155–173. https://doi.org/10.1007/s40614-017-0124-7
Cassidy, S., Roche, B. & O’Hora, D. (2010). Relational Frame Theory and human intelligence. European Journal of Behavior Analysis, 11, 37-51.
Halford, G., Wilson, W., & Phillips, S. (2010). Relational knowledge: The foundation of higher cognition. Trends in Cognitive Sciences, 14(11), 497–505. https://doi.org/10.1016/j.tics.2010.08.005.
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (Eds.) (2001). Relational frame theory: A post-Skinnerian account of human language and cognition. New York: Kluwer Academic.
Hayes, J., Stewart, I 7 McElwee, J. (2016). Assessing and Training Young Children in Same and Different Relations Using the Relational Evaluation Procedure (REP). The Psychological Record, 66, 547–561. https://doi.org/10.1007/s40732-016-0191-2
Marr, M. (2015). Mathematics as verbal behavior. Behavioural Processes, 113, 75–80. https://doi.org/10.1016/j.beproc.2015.01.005.
Rehfeldt, R. A & Barnes-Holmes, Y. (2009). Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities: A Progressive Guide to Change. San Francisco: New Harbinger.
Roche, B., Cassidy, S. & Stewart, I. (2013). Nurturing genius: Realizing a foundational aim of Psychology. In Kashdan, T & Ciarrochi, J. (Eds.), Cultivating well-being: Treatment innovations in Positive Psychology, Acceptance and Commitment Therapy, and beyond, pp. 267-302. Oakland, CA: New Harbinger.
Stewart, I., McLoughlin, S., Mulhern, T., Ming, S., & Kirsten, A. (in press). Assessing and teaching complex relational operants: Analogy and hierarchy. In R. Rehfeldt, J. Tarbox, M. Fryling & L. Hayes (Eds.), Applied Behavior Analysis of Language and Cognition. New Harbinger.
Stewart, I., Tarbox, J., Roche, B., & O’Hora, D. (2013). Education, intellectual development, and relational frame theory. In S. Dymond & B. Roche (Eds.), Advances in relational frame theory: Research & application (pp. 178–198). Oakland, CA: New Harbinger.
Kirsten, E.B. & Stewart, I. (2022). Analogical relations. In T. Mulhern, Relational Frame Theory Made Simple. Springer.
Kirsten, E. B., Stewart, I., & McElwee, J. (2022). Testing and Training Analogical Relational Responding in Children with and Without Autism. The Psychological Record. https://doi.org/10.1007/s40732-021-00493-8
Kirsten, E. B., Stewart, I., & McElwee, J. (2021). Testing and Training Analogical Responding in Young Children Using Relational Frame Theory. The Psychological Record. https://doi.org/10.1007/s40732-021-00468-9
Kirsten, E. B., & Stewart, I. (2021). Assessing the development of relational framing in young children. The Psychological Record. https://doi.org/10.1007/s40732-021-00457-y
Stewart, I., McLoughlin, S., Mulhern, T., Ming, S., & Kirsten, E. B. (2020). Assessing and teaching complex relational operants: Analogy and hierarchy. In R. Rehfeldt, J. Tarbox, M. Fryling, & L. Hayes (Eds.), Applied Behavior Analysis of Language and Cognition. New Harbinger.
Cassidy, S., Roche, B., & O’Hora, D. (2010). Relational Frame Theory and Human Intelligence. European Journal of Behavior Analysis, 11(1), 37–51. https://doi.org/10.1080/15021149.2 010.11434333
Colbert, D., Barrett, S. Malone, A & Roche, B. (In press, 2019). The Relational Abilities Index+: Initial Validation of a Functionally Understood Proxy Measure for Intelligence. Perspectives on Behavioral Science. https://doi.org/10.1007/s40614-019-00197-z
Colbert, D., Dobutowitsch, M., Roche, B., & Brophy, C. (2017). The proxy-measurement of intelligence quotients using a relational skills abilities index. Learning and Individual Differences. https://doi. org/10.1016/j.lindif.2017.03.010.
Dixon, M., Whiting, S., Rowsey, K., & Belisly, J. (2014). Assessing the relationship between intelligence and the PEAK relational training system. Research In Autism Spectrum Disorders, 8(9), 1208– 1213. https://doi.org/10.1016/j.rasd.2014.05.005.
Gore, N. J., Barnes-Holmes, Y., & Murphy, G. (2010). The relationship between intellectual functioning and relational perspective-taking. International Journal of Psychology & Psychological Therapy, 10, 1–17.
Moran, L., Stewart, I., McElwee, J., & Ming, S. (2010). Brief report: The training and assessment of relational precursors and abilities (TARPA): A preliminary analysis. Journal of Autism and Devel- opmental Disorders, 40(9), 1149–1153. https://doi.org/10.1007/s10803-010-0968-0.
O’Hora, D., Pelaez, M., & Banres-Holmes, D. (2005). Derived relational responding and performance on verbal subtests of the WAIS-III. The Psychological Record, 55, 155–175. https://doi.org/10.1007/BF03395504.
O’Hora, D., Pelaez, M., Barnes-Holmes, D., Rae, G., Robinson, T., & Chaudhary, T. (2008). Temporal relations and intelligence: Correlating relational performance with performance on the WAIS-III. The Psychological Record, 58, 569–583. https://doi.org/10.1007/BF03395638.
O’Toole, C., Barnes-Holmes, D., Murphy, C., O’Connor, J., & Barnes-Holmes, Y. (2009). Relational flexibility and intelligence: Extending the remit of Skinner’s Verbal Behavior. International Journal of Psychology and Psychological Therapy, 9, 1–17.
Barnes-Holmes, Y. Barnes-Holmes, D. Roche, B, & Smeets, P. M. (2001). Exemplar training and a derived transformation of function in accordance with symmetry. The Psychological Record, 51, 287- 308.
Barnes-Holmes, Y. Barnes-Holmes, D. Roche, B, & Smeets, P. M. (2001). Exemplar training and a derived transformation of function in accordance with symmetry II. The Psychological Record, 51, 589-603.
Stewart, I, Barnes-Holmes, D., Roche, B. & Smeets, P. M. (2001). Generating derived relational networks via the abstraction of common physical properties: A possible model of analogical reasoning. The Psychological Record, 51, 381-408.
Barnes-Holmes, Y., Barnes-Holmes, D., Roche, B. & Smeets, P. M. (2001). The development of self and perspective-taking: A Relational frame analysis. Behavior Development Bulletin, 1, 42-45.
Barnes-Holmes, Y., Barnes-Holmes, D., & Smeets, P. M. (2004). Establishing relational responding in accordance with opposite as generalized operant behavior in young children. International Journal of Psychology and Psychological Therapy, 4, 559–586.
Barnes-Holmes, Y., Barnes-Holmes, D., & McHugh, L. (2004). Teaching derived relational responses to young children. Journal of Early and Intensive Behavior Intervention, 1(1), 3-12.
Berens, N., & Hayes, S. (2007). Arbitrarily applicable comparative relations: Experimental evidence for a relational operant. Journal of Applied Behaviour Analysis, 40(1), 45–71. https://doi.org/10.1901/ jaba.2007.7-06.
Gomez, S., Lopez, F., Martin, C. B., Barnes-Holmes, Y., & Barnes-Holmes, D. (2007). Exemplar training and a derived transformation of functions in accordance with symmetry and equivalence. The Psychological Record, 57, 273–293. https://doi.org/10.1007/BF03395577.
Luciano, C., Becerra, I., & Valverde, M. (2007). The role of multiple-exemplar training and naming in establishing derived equivalence in an infant. Journal of the Experimental Analysis of Behavior, 87(3), 349–365. https://doi.org/10.1901/jeab.2007.08-06.
McKeel, A. N., Dixon, M. R., Daar, J. H., Rowsey, K. E., & Szekely, S. (2015). Evaluating the efficacy of the PEAK relational training system using a randomized controlled trial of children with autism. Journal of Behavioral Education, 24, 230–241. https://doi.org/10.1007/s10864-015-9219-y.
Rosales, R., Rehfeldt, R. A, Lovett, S. (2011). Effects of multiple exemplar training on the emergence of derived relations in preschool children learning a second language. The Analysis of Verbal Behavior, 27, 61–74.
Ruiz, F. J., & Luciano, C. (2011). Cross- domain analogies as relating derived relations among two separate relational networks. Journal of the Experimental Analysis of Behavior, 95(3), 369– 385. https://doi.org/10.1901/jeab.2011.95-369
The following publications represent a sample of papers that provide a background to the rationale of the FAST (Function Acquisition Speed Test) method:
Cummins, J., & Roche, B. (2020). Quantifying differential within-class stimulus relatedness using the Function Acquisition Speed Test. Behavioral Processes.
Tyndall, I., Curtis, A., Cummins, J., & Roche, B. (2019). The Function Acquisition Speed Test (FAST) as a measure of verbal stimulus relations in the context of condom use. The Psychological Record 69, 107-115.
Cummins, J., Roche, B., Tyndall, I., & Cartwright, A. (2018). The relationship between differential stimulus relatedness and implicit test effect sizes. Journal of the Experimental Analysis of Behavior, 118, 24-38.
Cartwright, A., Roche, B., Gogarty, M., O’Reilly, A. & Stewart, I. (2016). Using a Modified Function Acquisition Speed Test (FAST) for Assessing Implicit Gender Stereotypes. The Psychological Record, 66, 223-233.
O’Reilly, A., Roche, B., Ruiz, M., Ryan, A., & Campion, G. (2013). A Function Acquisition Speed Test for equivalence relations (FASTER). The Psychological Record, 63, 707-724.
O’Reilly, A., Roche, B., Ruiz, M. R., Tyndall, I. & Gavin, A. (2012). The Function Acquisition Speed Test (FAST): A behavior-analytic implicit test for assessing stimulus relations. The Psychological Record, 62, 507–528.
Gavin, A., Roche, B., Ruiz, M. R. & Hogan, M., & O’Reilly, A, (2012). A behavior-analytically modified Implicit Association Test for measuring the sexual categorization of children. The Psychological Record, 62, 55-68.
Roche, B., & O’Reilly, A., Gavin, A., Ruiz, M. R. & Arancibia, G. (2012). Using behavior-analytic implicit tests to assess sexual interests among normal and sex-offender populations. Socioaffective Neuroscience and Psychology, 2, 17335 – https://doi.org/ 10.3402/snp.v2i0.17335