This study explored the effect of perspective taking and values consistency tasks on reducing imp... more This study explored the effect of perspective taking and values consistency tasks on reducing implicit racial bias. Using a repeated measures design with a control group, 39 participants, 20 female and 19 males, 18-54 years old, who identified as White were administered the Implicit Relational Assessment Procedure. All participants in the experimental group (n = 19) and control group (n = 20) completed the Toronto Empathy Questionnaire, Modified Modern Racism Scale, Valuing Questionnaire, and a Likert scale. Experimental group participants completed brief values consistency and perspective taking tasks whereas the control group completed a guided task. A 2 x 4 mixed repeated measures analysis of variance ANOVA was conducted to determine whether there was any interaction effect between the group and trial types and a MANOVA to identify differences in the explicit measures between both groups. Results show that after the values work and perspective taking exercises, participants in the experimental group recorded shorter mean responses for Inconsistent-Black trial blocks versus Consistent-Black trial blocks as compared to the control group. Additionally, a statistically significant impact for interaction between condition and trial type was found for the Consistent-White trial type in the experimental group. Recommendations for future research are provided.
The generative nature of language development has been noted in both cognitive and behavioral psy... more The generative nature of language development has been noted in both cognitive and behavioral psychology. Within behavior analysis, several procedures have been utilized to investigate the emergence of untrained language in both typical and neurotypical populations. These procedures often require an overt learner response (e.g., matching-to-sample). Stimulus pairing procedures pair stimuli together contiguously to form relations and do not require an overt learner response. The stimulus pairing procedure was originally described by Leader et al. (1996) and since then different terms have been used to describe it application (e.g., “respondent-type training,” “stimulus pairing observation procedure,” “stimulus pairing procedure,” “sequential stimulus pairing”). The purpose of the present paper is to describe the procedure, review the applied research on the use of pairing procedures to facilitate emergent language, identify similarities and differences among variants of the procedure, and synthesize this information to better inform researchers and practitioners. Directions for future research on this topic are also discussed.
The main objective of this study was to evaluate the effectiveness of a traditional parent traini... more The main objective of this study was to evaluate the effectiveness of a traditional parent training procedure combined with one of mindfulness in reducing parental stress and increasing positive parent-child interaction. A pretest-posttest design with one group was used. During the pretest and posttest phases the PSI, FFMQ and PCRI-M were applied to assess parental stress, mindfulness and parent-child relationship, respectively. The intervention lasted eight weeks in which a parent training procedure with mindfulness training was implemented. The results show that the combined training was effective in reducing parental stress, increasing mindfulness and improving parent-child relationship.
Considerable efforts in recent years have been dedicated towards the specification of the conditi... more Considerable efforts in recent years have been dedicated towards the specification of the conditions under which organisms learn to behave symbolically with two or more stimuli. Environmental stimuli are said to be “symbolic” for one another when they are shown to be equivalent; in other words, the stimuli function interchangeably for one another in the absence of a history of direct conditioning (Sidman & Tailby, 1982). The research program on stimulus equivalence has repeatedly shown that when research participants experience a series of reinforced conditional discriminations, the stimuli are ultimately shown to be related to one another in indirect and often surprising ways. For example, if reinforcement is provided contingent upon the selection of stimulus B1 in the presence of stimulus A1 and for the selection of stimulus C1 in the presence of stimulus B1, most participants, even those with only rudi-mentary verbal repertoires, will subsequently demonstrate the emergence of nov...
Toolkit for Counseling Spanish-Speaking Clients, 2017
Social anxiety disorder (SAD), formally known as social phobia, is mainly characterized by fear o... more Social anxiety disorder (SAD), formally known as social phobia, is mainly characterized by fear or anxiety of being negatively judged and evaluated by others and presenting intense crying, fear, and tremors when having a conversation, meeting with strangers in social events (e.g., eating or drinking), and speaking in public. SAD in children is characterized by problems speaking in public, asking for help at school or shops, and attending parties or events where they meet people of their same age (McEvoy, Rapee & Heimberg, 2016; Spence & Rapee, 2016). The prevalence of SAD among Latinos is similar to the global population, though epidemiological data in Spanish-speaking countries remain unclear. Research on treatment adaptation of empirically based treatments for social anxiety is still in progress. Based on the characteristics of the Latino population with social anxiety, this chapter will provide:
The objective of the present set of studies was compare two procedures for facilitating the emerg... more The objective of the present set of studies was compare two procedures for facilitating the emergence of equivalence classes in college students. In Experiment 1, which used a within-group design, participants in one condition were first taught to give class-consistent names to the stimuli which would subsequently be conditionally related. In the second condition participants were first taught to emit common fixed ratio responses in the presence of stimuli which would subsequently be conditionally related. After this training, participants completed conditional discrimination training followed by equivalence testing. Results suggested that the name and FR condition were equally effective in facilitating the emergence of equivalence classes. Experiment 2, which used a between-group design, was similar to Experiment 1 except that participants were asked to “talk aloud” during conditional discrimination training and the stimulus equivalence test. Experiment 2 also employed a control group, who received no common response training. In general, the findings from both experiments suggest that names are not necessary for the formation of equivalence classes, and training common nonverbal responses may be equally effective in promoting class formation.
The objective of this study was to examine the effects of acceptance and commitment training (ACT... more The objective of this study was to examine the effects of acceptance and commitment training (ACT) plus behavior parent training (BPT), when delivered via telehealth, on parental implementation of behavioral strategies, experiential avoidance (EA), and stress. The study also examined the subsequent effects on the parents' autistic children's behaviors. A multiple baseline design was implemented across four parent-child dyads who participated in the online training. The findings showed that ACT+BPT resulted in parental implementation reaching and maintaining high levels. The training also decreased EA and stress in three parents. Moreover, the parents' ratings of their children's challenging behaviors decreased. However, such a trend was not as clearly depicted by direct measures of the children's behaviors. A social validity interview revealed parents found ACT beneficial in assisting them to learn and use the BPT strategies. Implications and suggestions for future research are discussed.
El presente artículo muestra desde un enfoque analítico conductual el estudio sobre las actitudes... more El presente artículo muestra desde un enfoque analítico conductual el estudio sobre las actitudes implícitas utilizando el Procedimiento de Evaluación Relacional Implícita (IRAP). Este procedimiento es una medida reciente de la cognición implícita que pone a prueba la cognición como un comportamiento relacional en lugar de una actividad asociativa, proporcionando medidas más específicas de repertorios cognitivos como los prejuicios sociales y creencias, las cuales se pueden ocultar utilizando medidas explicitas como entrevistas y cuestionarios. El objetivo de este estudio fue ampliar la evidencia empírica sobre este modelo de evaluación de relaciones de estímulo, en un intento por examinar las creencias y la aplicabilidad del IRAP como una medida de actividad relacional centrado en el tema de campos ocupacionales estereotipados según el género. Dentro de los resultados encontrados se muestra que hay una fuerte relación entre la categoría hombre con oficios masculinos y entre la categoría mujer con oficios femeninos. No obstante, se encontró un índice de sexismo en uno de los ensayos, dado que la categoría mujer no se relacionó con oficios masculinos y la categoría hombre si se relacionó con oficios femeninos, concluyendo que hay una discriminación de género entendida como una actitud de prejuicio hacia la mujer. Palabras clave: Procedimiento de Evaluación Relacional Implícita, teoría de marcos relacionales, relaciones derivadas, roles de género,
This study explored the effect of perspective taking and values consistency tasks on reducing imp... more This study explored the effect of perspective taking and values consistency tasks on reducing implicit racial bias. Using a repeated measures design with a control group, 39 participants, 20 female and 19 males, 18-54 years old, who identified as White were administered the Implicit Relational Assessment Procedure. All participants in the experimental group (n = 19) and control group (n = 20) completed the Toronto Empathy Questionnaire, Modified Modern Racism Scale, Valuing Questionnaire, and a Likert scale. Experimental group participants completed brief values consistency and perspective taking tasks whereas the control group completed a guided task. A 2 x 4 mixed repeated measures analysis of variance ANOVA was conducted to determine whether there was any interaction effect between the group and trial types and a MANOVA to identify differences in the explicit measures between both groups. Results show that after the values work and perspective taking exercises, participants in the experimental group recorded shorter mean responses for Inconsistent-Black trial blocks versus Consistent-Black trial blocks as compared to the control group. Additionally, a statistically significant impact for interaction between condition and trial type was found for the Consistent-White trial type in the experimental group. Recommendations for future research are provided.
The generative nature of language development has been noted in both cognitive and behavioral psy... more The generative nature of language development has been noted in both cognitive and behavioral psychology. Within behavior analysis, several procedures have been utilized to investigate the emergence of untrained language in both typical and neurotypical populations. These procedures often require an overt learner response (e.g., matching-to-sample). Stimulus pairing procedures pair stimuli together contiguously to form relations and do not require an overt learner response. The stimulus pairing procedure was originally described by Leader et al. (1996) and since then different terms have been used to describe it application (e.g., “respondent-type training,” “stimulus pairing observation procedure,” “stimulus pairing procedure,” “sequential stimulus pairing”). The purpose of the present paper is to describe the procedure, review the applied research on the use of pairing procedures to facilitate emergent language, identify similarities and differences among variants of the procedure, and synthesize this information to better inform researchers and practitioners. Directions for future research on this topic are also discussed.
The main objective of this study was to evaluate the effectiveness of a traditional parent traini... more The main objective of this study was to evaluate the effectiveness of a traditional parent training procedure combined with one of mindfulness in reducing parental stress and increasing positive parent-child interaction. A pretest-posttest design with one group was used. During the pretest and posttest phases the PSI, FFMQ and PCRI-M were applied to assess parental stress, mindfulness and parent-child relationship, respectively. The intervention lasted eight weeks in which a parent training procedure with mindfulness training was implemented. The results show that the combined training was effective in reducing parental stress, increasing mindfulness and improving parent-child relationship.
Considerable efforts in recent years have been dedicated towards the specification of the conditi... more Considerable efforts in recent years have been dedicated towards the specification of the conditions under which organisms learn to behave symbolically with two or more stimuli. Environmental stimuli are said to be “symbolic” for one another when they are shown to be equivalent; in other words, the stimuli function interchangeably for one another in the absence of a history of direct conditioning (Sidman & Tailby, 1982). The research program on stimulus equivalence has repeatedly shown that when research participants experience a series of reinforced conditional discriminations, the stimuli are ultimately shown to be related to one another in indirect and often surprising ways. For example, if reinforcement is provided contingent upon the selection of stimulus B1 in the presence of stimulus A1 and for the selection of stimulus C1 in the presence of stimulus B1, most participants, even those with only rudi-mentary verbal repertoires, will subsequently demonstrate the emergence of nov...
Toolkit for Counseling Spanish-Speaking Clients, 2017
Social anxiety disorder (SAD), formally known as social phobia, is mainly characterized by fear o... more Social anxiety disorder (SAD), formally known as social phobia, is mainly characterized by fear or anxiety of being negatively judged and evaluated by others and presenting intense crying, fear, and tremors when having a conversation, meeting with strangers in social events (e.g., eating or drinking), and speaking in public. SAD in children is characterized by problems speaking in public, asking for help at school or shops, and attending parties or events where they meet people of their same age (McEvoy, Rapee & Heimberg, 2016; Spence & Rapee, 2016). The prevalence of SAD among Latinos is similar to the global population, though epidemiological data in Spanish-speaking countries remain unclear. Research on treatment adaptation of empirically based treatments for social anxiety is still in progress. Based on the characteristics of the Latino population with social anxiety, this chapter will provide:
The objective of the present set of studies was compare two procedures for facilitating the emerg... more The objective of the present set of studies was compare two procedures for facilitating the emergence of equivalence classes in college students. In Experiment 1, which used a within-group design, participants in one condition were first taught to give class-consistent names to the stimuli which would subsequently be conditionally related. In the second condition participants were first taught to emit common fixed ratio responses in the presence of stimuli which would subsequently be conditionally related. After this training, participants completed conditional discrimination training followed by equivalence testing. Results suggested that the name and FR condition were equally effective in facilitating the emergence of equivalence classes. Experiment 2, which used a between-group design, was similar to Experiment 1 except that participants were asked to “talk aloud” during conditional discrimination training and the stimulus equivalence test. Experiment 2 also employed a control group, who received no common response training. In general, the findings from both experiments suggest that names are not necessary for the formation of equivalence classes, and training common nonverbal responses may be equally effective in promoting class formation.
The objective of this study was to examine the effects of acceptance and commitment training (ACT... more The objective of this study was to examine the effects of acceptance and commitment training (ACT) plus behavior parent training (BPT), when delivered via telehealth, on parental implementation of behavioral strategies, experiential avoidance (EA), and stress. The study also examined the subsequent effects on the parents' autistic children's behaviors. A multiple baseline design was implemented across four parent-child dyads who participated in the online training. The findings showed that ACT+BPT resulted in parental implementation reaching and maintaining high levels. The training also decreased EA and stress in three parents. Moreover, the parents' ratings of their children's challenging behaviors decreased. However, such a trend was not as clearly depicted by direct measures of the children's behaviors. A social validity interview revealed parents found ACT beneficial in assisting them to learn and use the BPT strategies. Implications and suggestions for future research are discussed.
El presente artículo muestra desde un enfoque analítico conductual el estudio sobre las actitudes... more El presente artículo muestra desde un enfoque analítico conductual el estudio sobre las actitudes implícitas utilizando el Procedimiento de Evaluación Relacional Implícita (IRAP). Este procedimiento es una medida reciente de la cognición implícita que pone a prueba la cognición como un comportamiento relacional en lugar de una actividad asociativa, proporcionando medidas más específicas de repertorios cognitivos como los prejuicios sociales y creencias, las cuales se pueden ocultar utilizando medidas explicitas como entrevistas y cuestionarios. El objetivo de este estudio fue ampliar la evidencia empírica sobre este modelo de evaluación de relaciones de estímulo, en un intento por examinar las creencias y la aplicabilidad del IRAP como una medida de actividad relacional centrado en el tema de campos ocupacionales estereotipados según el género. Dentro de los resultados encontrados se muestra que hay una fuerte relación entre la categoría hombre con oficios masculinos y entre la categoría mujer con oficios femeninos. No obstante, se encontró un índice de sexismo en uno de los ensayos, dado que la categoría mujer no se relacionó con oficios masculinos y la categoría hombre si se relacionó con oficios femeninos, concluyendo que hay una discriminación de género entendida como una actitud de prejuicio hacia la mujer. Palabras clave: Procedimiento de Evaluación Relacional Implícita, teoría de marcos relacionales, relaciones derivadas, roles de género,
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