Question help: Relational Frame Theory

  1. Topic: Relational Frame Theory (10 pts per section)


  1. Briefly describe relational frame theory and explain how it is different (adds something new) as compared to the stimulus equivalence paradigm.
    • Relational frame theory (RFT) is a behavioral theory of human language. It is entrenched in functional contextualism and concentrated on predicting and influencing verbal behavior with precision, depth, and scope by the derived stimulus relations provided.
  2. Describe how a raisin can be related to a grape in the context of at least five different relational frames. In your response, list the relation you are going to describe, provide a brief definition, and then describe how the two stimuli are related within the context of that frame.
  3. You are working with a client who has difficulty with perspective taking. Briefly explain how an understanding of RFT might help you to develop programming that could support your client’s development of this skill set. (Hint: consider the relational framing operants you may want to assess, and then instruct).  You do not need to fully describe an instructional program.
  1. As a practicing BCBA it will be important for you to practice compassionate care. (10 pts per section)


  1. Describe what this means with reference to four core skills in this area
  2. Outline some of the steps you can take to get the experience/training you need to put these ideas into action.
  3. As a supervisee, you should plan to play an active role in designing your supervision curriculum and this aspect of your training may not be part of the task list but is an essential skill when working with other humans! Briefly describe how you would incorporate compassionate care training into your supervision experience.


  1. Generalization and Maintenance

You are consulting within a vocational program within a public school district.  Part of the programming involves teaching students job skills related to working in a grocery store.  The students are able to learn skills within the school building in a mock store, and also are able to work actual shifts at a nearby grocery store to generalize their skills.

  1. Define the two settings described in behavioral terms, and describe a few target skills that might be the focus of instruction for these learners.
  2. Describe the type of assessment and planning that you would complete with the team in order to best plan for skills to generalize across settings.
  3. Describe at least three specific tactics that you would use to program for generalization with the specific skills you have identified.


  1. Generative Learning


You are about to begin a new unit with your preschool classroom in which you will learn about textures (hard, soft, rough, smooth, etc.) as well as visual patterns (stripes, polka dots, checkers, zig zags, etc.).  You want to use the most efficient teaching strategies that you can, in order to maximize learning.  You also want to assure the children are understanding the concepts and not just memorizing specific examples


  1. Describe how you could use multiple exemplar training to teach the concepts described above. How would this promote generalization and concept formation?
  2. Describe how you could use matrix training to teach the concepts described above. How would this maximize learning?
  3. Describe how you could incorporate a “train – test” design into your teaching. Explain the advantage of using this model as it relates to the concept of generative learning.




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