Author ORCID Identifier
https://orcid.org/0009-0006-0229-9765
Date Available
12-10-2024
Year of Publication
2024
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Early Childhood, Special Education, and Counselor Education
Advisor
Dr. Justin Lane
Abstract
Recently, research on derived relational responding has increased in volume, along with the publication of assessments, curricula, and textbooks on this topic. The allure of engineering derived relations due to purported accelerated learning makes this topic interesting to researchers and practitioners. Recent reviews have examined types of verbal operants, and specific relational frames studied in this body of literature, but there is scarcity in terms of the instructional procedures and variations thereof, and there is little available to focus on single case design (SCD) evaluations of these procedures. Hierarchical training (HT) to produce derived relations between arbitrary stimuli has shown promise for teaching concrete relations (e.g., class membership; Ming et al., 2015) and abstract relations (e.g., metaphor comprehension and explanation). In the current study, we used HT procedures with a visual support to teach emotion-related metaphors to autistic children. Data for one participant supported the presence of a functional relation between HT procedures and directly trained relations. Additional instruction was required for him to acquire the relations targeted for derivation. Throughout this paper, I use the term “autistic children” to honor autistic self-advocates preference for identity-first language.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2024.525
Recommended Citation
Lynch, Katherine, "THE EFFECTS OF HIERARCHICAL TRAINING ON THE EMERGENCE OF EMOTION-RELATED METAPHORS IN AUTISTIC CHILDREN" (2024). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 162.
https://uknowledge.uky.edu/edsrc_etds/162
