What we do
We are developing the TARPA as an efficient, evidence-based tool for assessing and training early derived relational responding repertoires. We’re also working on a handbook for integrating RFT into your EIBI programs for children with autism.
We currently offer coaching groups and individual supervision for BCBAs interested in integrating RFT into their existing programs, as well as workshops on teaching generative language.
Research & Development
We conduct and collaborate on research investigating applications of RFT to EIBI programs, as well as investigations of early DRR with typically developing children.
The core collaborators on VB3 projects are Siri Ming, Ian Stewart, and John McElwee. We play well with others, and often collaborate on various projects separately or together with a host of other interesting professionals. We are interested in the intersection of Skinnerian verbal behavior with third wave behavior analysis –specifically synthesizing Skinnerian VB and Relational Frame Theory, as well as applications of Acceptance and Commitment Therapy to working with children with autism and their families and service providers. Our business/organizational model is also very much third wave --we embrace open-source style collaboration and learning communities, we focus on flexibly working towards our values, and we thrive in the informal, chaotic, anytime/anywhere working environment that comes with the creative process (and multiple time zones!).
Who we are
In this six-part series, Siri will be collaborating with Thomas Szabo, Ph.D., BCBA-D to teach behavior analysts all about Relational Frame Theory and how to apply RFT in EIBI programs and with staff and parents. Register/more info
We will be presenting a two-day pre-conference workshop on A Functional Contextualist Approach to Early Language Training at this year’s Association for Contextual Behavioral Science conference in Montreal, July 24-25.
A unique examination of an RFT-inspired protocol for teaching class inclusion as a necessary component of hierachical categorization: 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
More evidence that relational training improves IQ! Hayes, J. and 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. doi: 10.1111/bjep.12114