Abstract
Previous research suggests the relational evaluation procedure (REP) is a useful means by which to assess and train relational responding. Most work so far has been with adults; however, given the potential utility of the REP for assessing and training relational responding, researchers need to investigate its use with young children. The current series of studies presents relevant data. Study 1 shows correlations between performance on a simple REP-based multi-level protocol (the NSD-REP) and cognitive and linguistic ability in a relatively large (n = 26) sample of typically developing children (aged 2–5). Studies 2–4 involved training REP performance to criterion in a number of these children, using a multiple baseline design across participants in each case to show experimental control. These findings supplement previous data suggesting the utility of the REP for training relational responding in young children.
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The first author declares that she has no conflict of interest. The second author declares that he has no conflict of interest. The third author declares that he has no conflict of interest.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
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An erratum to this article is available at http://dx.doi.org/10.1007/s40732-016-0199-7.
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Hayes, J., Stewart, I. & McElwee, J. Assessing and Training Young Children in Same and Different Relations Using the Relational Evaluation Procedure (REP). Psychol Rec 66, 547–561 (2016). https://doi.org/10.1007/s40732-016-0191-2
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DOI: https://doi.org/10.1007/s40732-016-0191-2