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The research used an alternating-treatments design to compare relational responding for five children with diagnosed autism spectrum disorder (ASD) in two teaching conditions. Both conditions used applied behavior analysis; one was usual tabletop teaching (TT), and one was an interactive computerized teaching program, the Teacher-Implicit Relational Assessment Programme (T-IRAP; Kilroe, Murphy, Barnes-Holmes, &amp; Barnes-Holmes, Behavioral Development Bulletin, 19 (2), 60-80, 2014). Relational skills targeted were coordination (same/different), with nonarbitrary and arbitrary stimuli. Participants' relational learning outcomes were compared in terms of speed of responding and accuracy (percentage correct) in T-IRAP and TT conditions. Results showed significantly increased speed for all five participants during T-IRAP teaching across all procedures; however, accuracy was only marginally increased during T-IRAP. Pre- and posttraining comparison of participant scores on the Peabody Picture Vocabulary Test, Fourth Edition (Dunn &amp; Dunn, 2007), and the Kaufman Brief Intelligence Test (Kaufman &amp; Kaufman, 1990) was conducted. An improvement in raw scores on both measures was evident for one participant who learned complex arbitrary relations; no changes were shown for participants who learned only basic nonarbitrary relations.

behavior analysis in practice

Using the Teacher IRAP (T-IRAP) interactive computerized programme to teach complex flexible relational responding with children with diagnosed autism spectrum disorder