Barnes, D. (1994). Stimulus equivalence and relational frame theory. The Psychological Record, 44(1), 91–124. https://psycnet.apa.org/record/1994-32107-001

Google Scholar 

Barnes-Holmes, D., & Barnes-Holmes, Y. (2000). Explaining complex behavior: Two perspectives on the concept of generalized operant classes. The Psychological Record, 50(2), 251–265. https://doi.org/10.1007/BF03395355

Article  Google Scholar 

Barnes-Holmes, Y., Barnes-Holmes, D., & McHugh, L. (2004). Teaching derived relational responding to young children. Journal of Early and Intensive Behavior Intervention, 1(1), 3–12. https://doi.org/10.1037/h0100275

Article  Google Scholar 

Belisle, J., Dixon, M. R., Stanley, C. R., Munoz, B., & Daar, J. H. (2016). Teaching foundational perspective-taking skills to children with autism using the PEAK-T curriculum: Single-reversal “I–you” deictic frames. Journal of Applied Behavior Analysis, 49(4), 965–969. https://doi.org/10.1002/jaba.324

Article  PubMed  Google Scholar 

Belisle, J., Paliliunas, D., Lauer, T., Giamanco, A., Lee, B., & Sickman, E. (2020). Derived relational responding and transformations of function in children: A review of applied behavior-analytic journals. Analysis of Verbal Behavior, 36(1), 115–145. https://doi.org/10.1007/s40616-019-00123-z

Article  PubMed  PubMed Central  Google Scholar 

Belisle, J., Stanley, C. R., & Dixon, M. R. (2021). Research methods for the practicing behavior analyst. Emergent Press.

Belisle, J., Stanley, C. R., Schmick, A., Dixon, M. R., Alholail, A., Galliford, M. E., & Ellenberger, L. (2019). Establishing arbitrary comparative relations and referential transformations of stimulus function in individuals with autism. Journal of Applied Behavior Analysis, 53(2), 938–955. https://doi.org/10.1002/jaba.655

Article  PubMed  Google Scholar 

Catania, A. C. (1995). Higher-order behavior classes: Contingencies, beliefs, and verbal behavior. Journal of Behavior Therapy & Experimental Psychiatry, 26(3), 191–200. https://doi.org/10.1016/0005-7916(95)00033-V

Article  Google Scholar 

Cummings, A. R., & Williams, W. L. (2000). Visual identity matching and vocal imitation training with children with autism: A surprising finding. Journal on Developmental Disabilities, 7(2), 109–122. https://psycnet.apa.org/record/2002-10669-006

Google Scholar 

Dixon, M. R. (2016). PEAK relational training system: Transformation module. Shawnee Scientific Press.

Dixon, M. R., Belisle, J., McKeel, A., Whiting, S., Speelman, R., Daar, J. H., & Rowsey, K. (2017). An internal and critical review of the PEAK relational training system for children with autism and related intellectual disabilities: 2014–2017. The Behavior Analyst, 40(2), 493–521. https://doi.org/10.1007/s40614-017-0119-4

Article  PubMed  PubMed Central  Google Scholar 

Dixon, M. R., Belisle, J., Whiting, S. W., & Rowsey, K. E. (2014). Normative sample of the PEAK relational training system: Direct training module and subsequent comparisons to individuals with autism. Research in Autism Spectrum Disorders, 8(11), 1597–1606. https://doi.org/10.1016/j.rasd.2014.07.020

Article  Google Scholar 

Dixon, M. R., Speelman, R. C., Rowsey, K. E., & Belisle, J. (2016). Derived rule-following and transformations of stimulus function in a children's game: An application of PEAK-E with children with developmental disabilities. Journal of Contextual Behavioral Science, 5(3), 186–192. https://doi.org/10.1016/j.jcbs.2016.05.002

Article  Google Scholar 

Fisher, W. W., Kodak, T., & Moore, J. W. (2007). Embedding an identity-matching task within a prompting hierarchy to facilitate acquisition of conditional discriminations in children with autism. Journal of Applied Behavior Analysis, 40(3), 489–499. https://doi.org/10.1901/jaba.2007.40-489

Article  PubMed  PubMed Central  Google Scholar 

Hayes, S. C. (1991). A relational control theory of stimulus equivalence. In L. J. Hayes & P. N. Chase (Eds.), Dialogues on verbal behavior: The first international institute on verbal relations (pp. 19–40). Context Press.

Google Scholar 

Hayes, S. C. (1994). Relational frame theory: A functional approach to verbal events. In S. C. Hayes, L. J. Hayes, M. Sato, & K. Ono (Eds.), Behavior analysis of language and cognition (pp. 9–30). Context Press.

Google Scholar 

Hayes, S. C., Barnes-Holmes, D., & Roche, B. (Eds.). (2001). In Relational frame theory: A post-Skinnerian account of human language and cognition. Plenum Press.

Hughes, S., & Barnes-Holmes, D. (2014). Associative concept learning, stimulus equivalence, and relational frame theory: Working out the similarities and differences between human and nonhuman behavior. Journal of the Experimental Analysis of Behavior, 101(1), 156–160. https://doi.org/10.1002/jeab.60

Article  PubMed  Google Scholar 

LeBlanc, L. A., Miguel, C. F., Cummings, A. R., Goldsmith, T. R., & Carr, J. E. (2003). The effects of three stimulus-equivalence testing conditions on emergent US geography relations of children diagnosed with autism. Behavioral Interventions, 18(4), 279–289. https://doi.org/10.1002/bin.144

Article  Google Scholar 

Luciano, C., Rodríguez, M., Mañas, I., Ruiz, F., & Valdivia-Salas, S. (2009). Acquiring the earliest relational operants: Coordination, distinction, opposition, comparison, and hierarchy. In R. A. Rehfeldt & Y. Barnes-Holmes (Eds.), Derived relational responding: Applications for learners with autism and other developmental disabilities. New Harbinger.

Google Scholar 

McLay, L., Church, J., & Sutherland, D. (2016). Variables affecting the emergence of untaught equivalence relations in children with and without autism. Developmental Neurorehabilitation, 19(2), 75–87. https://doi.org/10.3109/17518423.2014.899649

Article  PubMed  Google Scholar 

McLoughlin, S., Tyndall, I., & Pereira, A. (2018). Piloting a brief relational operant training program: Analyses of response latencies and intelligence test performance. European Journal of Behavior Analysis, 19(2), 228–246. https://doi.org/10.1080/15021149.2018.1507087

Article  Google Scholar 

Ming, S., Moran, L., & Stewart, I. (2014). Derived relational responding and generative language: Applications and future directions for teaching individuals with autism spectrum disorders. European Journal of Behavior Analysis, 15(2), 199–224. https://doi.org/10.1080/15021149.2014.11434722

Article  Google Scholar 

Ming, S., Mulhern, T., Stewart, I., Moran, L., & Bynum, K. (2018). Training class inclusion responding in typically developing children and individuals with autism. Journal of Applied Behavior Analysis, 51(1), 53–60. https://doi.org/10.1002/jaba.429

Article  PubMed  Google Scholar 

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(2), 429–455. https://doi.org/10.1002/jaba.367

Article  PubMed  Google Scholar 

Mulhern, T., Stewart, I., & McElwee, J. (2017). Investigating relational framing of categorization in young children. The Psychological Record, 67(4), 519–536. https://doi.org/10.1007/s40732-017-0255-y

Article  Google Scholar 

Murphy, C., & Barnes-Holmes, D. (2009). Derived more-less relational mands in children diagnosed with autism. Journal of Applied Behavior Analysis, 42(2), 253–268. https://doi.org/10.1901/jaba.2009.42-253

Article  PubMed  PubMed Central  Google Scholar 

Persicke, A., Tarbox, J., Ranick, J., & Clair, M. S. (2012). Establishing metaphorical reasoning in children with autism. Research in Autism Spectrum Disorders, 6(2), 913–920. https://doi.org/10.1016/j.rasd.2011.12.007

Article  Google Scholar 

Rehfeldt, R. A. (2011). Toward a technology of derived stimulus relations: An analysis of articles published in the journal of applied behavior analysis, 1992–2009. Journal of Applied Behavior Analysis, 44(1), 109–119. https://doi.org/10.1901/jaba.2011.44-109

Article  PubMed  PubMed Central  Google Scholar 

Rehfeldt, R. A., & Barnes-Holmes, Y. (Eds.). (2009). In Derived relational responding: Applications for learners with autism and other developmental disabilities: A progressive guide to change. New Harbinger.

Rehfeldt, R. A., Dillen, J. E., Ziomek, M. M., & Kowalchuk, R. K. (2007). Assessing relational learning deficits in perspective-taking in children with high-functioning autism spectrum disorder. The Psychological Record, 57(1), 23–47. https://doi.org/10.1007/BF03395563

Article  Google Scholar 

Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research. Remedial & Special Education, 8(2), 24–33. https://doi.org/10.1177/074193258700800206

Article  Google Scholar 

Slattery, B., & Stewart, I. (2014). Hierarchical classification as relational framing. Journal of the Experimental Analysis of Behavior, 101(1), 61–75. https://doi.org/10.1002/jeab.63

Article  PubMed  Google Scholar 

Slocum, S. K., Miller, S. J., & Tiger, J. H. (2012). Using a blocked-trials procedure to teach identity matching to a child with autism. Journal of Applied Behavior Analysis, 45(3), 619–624. https://doi.org/10.1901/jaba.2012.45-619

Article  PubMed  PubMed Central  Google Scholar 

Soraci, S. A., Carlin, M. T., & Bray, N. W. (1992). Stimulus organization and relational learning. International Review of Research in Mental Retardation, 18, 29–53. https://doi.org/10.1016/S0074-7750(08)60115-9

Article  Google Scholar 

Soraci, S. A., Deckner, C. W., Baumeister, A. A., & Bryant, J. T. (1991). Generalized oddity performance in preschool children: A bimodal training procedure. Journal of Experimental Child Psychology, 51, 280–295. https://doi.org/10.1016/0022-0965(91)90037-S

Article  PubMed  Google Scholar 

Soraci, S. A., Deckner, W., Haenlein, M., Baumeister, A. A., Murata-Soraci, K., & Blanton, R. L. (1987). Oddity performance in preschool children at risk for mental retardation: Transfer and maintenance. Research in Developmental Disabilities, 8, 137–151. https://doi.org/10.1016/0891-4222(87)90044-8

Article  PubMed  Google Scholar 

Stanley, C. R., Belisle, J., & Dixon, M. R. (2018). Equivalence-based instruction of academic skills: Application to adolescents with autism. Journal of Applied Behavior Analysis, 51(2), 352–359. https://doi.org/10.1002/jaba.446

Article  PubMed  Google Scholar 

Sutton, A., Pikula, A., Yi, Z., & Dixon, M. R. (2022). Evaluating the convergent validity of the PEAK comprehensive assessment (PCA): Intelligence, behavior challenges, and autism symptom severity. Journal of Developmental & Physical Disabilities, 34, 549–570. https://doi.org/10.1007/s10882-021-09814-9

Article  Google Scholar 

Zentall, T. R., Hogan, D. E., Edwards, C. A., & Hearst, E. (1980). Oddity learning in the pigeon as a function of the number of incorrect alternatives. Journal of Experimental Psychology: Animal Behavior Processes, 6, 278–299. https://doi.org/10.1037/0097-7403.6.3.27

Article  PubMed  Google Scholar