The Training and Assessment of Relational Precursors and Abilities is an efficient, evidence-based tool for assessing and training early derived relational responding skills. It is available for Mac and Windows free for non-commercial purposes, and is in development as an iOS app. Please contact Siri for access to the Mac/Windows version.
TARPA Research
Ming, S., Stewart, I., McElwee, J., & Bynum, K. (2015). Contextual Control Over Derived Relational Responding in a Teenager with Autism. Research in Autism Spectrum Disorders. 19, 7-17. doi:10.1016/j.rasd.2015.03.003
Moran, L., Walsh, L., Stewart, I., McElwee, J., & Ming, S. (2015). Correlating Derived Relational Responding with Linguistic and Cognitive Ability in Children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders. 19, 32-43. doi:10.1016/j.rasd.2014.12.015
Moran, L., Stewart, I., McElwee, J., & Ming, S. (2014). Relational Ability and Language Performance in Children with Autism Spectrum Disorders & Typically Developing Children: A Further Test of the TARPA Protocol. The Psychological Record. 64(2), 233-251.doi:10.1007/s40732-014-0032-0
Kishita, N., Ohtsuki, T., & Stewart, I. (2013). The training and assessment of relational precursors and abilities (TARPA): A follow-up study with typically developing children. Journal of Contextual Behavioral Science, 2, 15-21. doi:10.1016/j.jcbs.2013.01.001
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 Developmental Disorders. 40(9), 1149-53. doi:10.1007/s10803-010-0968-0
Video: learning arbitrary same/different responding on the TARPA
Other VB3 Publications
Rehfeldt, R. A., Ming, S., & Belisle, J. (in press). Relational Framing. In E. Morris and P. McKerchar (Eds.), Encyclopedia of Child and Adolescent Development: Wiley.
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.
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
Ming, S., & Stewart, I. (2017). When Things are Not the Same: A review of research into relations of difference. Journal of Applied Behavior Analysis. 50, 429-455. doi: 10.1002/jaba.367
Ming, S., Moran, L. & Stewart, I. (2014). Derived relational responding: Applications and future directions for teaching individuals with autism spectrum disorders. European Journal of Behavior Analysis. 15(2), 199-224. doi:10.1080/15021149.2014.11434722
Stewart, I., McElwee, J., & Ming, S. (2013) Language Generativity, Response Generalization and Derived Relational Responding. The Analysis of Verbal Behavior. 29(1), 137-155
Stewart, I., McElwee, J., & Ming, S. (2010). A Critical Analysis of Conventional Descriptions of Levels Employed in the Assessment of Basic Learning Abilities (ABLA). The Behavior Analyst. 33(1), 127-132.