The Mediating Effects of Derived Relational Responding on the Relationship Between Verbal Operant Development and IQ
Dixon, Belisle, and Stanley, (2018) demonstrated a strong, significant relationship between derived relational responding and intelligence in individuals with autism. We extended these results by evaluating the degree to which participant results on the PEAK Equivalence Pre-assessment (PEAK-E-PA, a direct assessment of derived relational responding) mediated the relationship between the PEAK Direct Training Assessment (PEAK-DT-A, a Skinnerian-based assessment of verbal development) and intelligence. Results support strong, positive correlations between both assessments (PEAK-DT-A and PEAK-E-PA) and IQ; however, the relationship between PEAK-DT-A and IQ could be explained in terms of participant results on the PEAK-E-PA alone. This finding corresponds with Relational Frame Theory, suggesting that derived responding can provide a behavioral interpretation of intelligent behavior, as well as Skinner’s elementary operants.
KeywordsDerived relational responding RFT Intelligence Autism
Compliance with Ethical Standards
Informed consent was obtained from the participants, agencies, and/or legal guardians of all participants included in this study.
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.
Conflict of Interest
The second author receives small royalties from sales of the PEAK curriculum. The other authors declare that they have no conflict of interest.
- Dixon, M. R. (2014). PEAK relational training system: Direct training module. Carbondale: Shawnee Scientific Press.Google Scholar
- Dixon, M. R. (2015). PEAK relational training system: Equivalence module. Carbondale: Shawnee Scientific Press.Google Scholar
- Dixon, M. R., Belisle, J., Blevins, A., & Hayes, S. C. (under review). Derived relational responding is a generalized operant: Evidence from children with autism using the PEAK-E curriculum.Google Scholar
- Dixon, M. R., Belisle, J., & Stanley, C. R. (2018). Derived relational responding and intelligence: Assessing the relationship between the PEAK-E Pre-Assessment and IQ with individuals with disabilities. The Psychological Record.Google Scholar
- Dixon, M. R., Stanley, C. R., Belisle, J., & Rowsey, K. E. (2016). The test-retest and interrater reliability of the promoting the emergence of advanced knowledge-direct training assessment for use with individuals with autism and related disabilities. Behavior Analysis: Research and Practice, 16, 34–40. https://doi.org/10.1037/bar0000027.Google Scholar
- Dixon, M. R., Whiting, S. W., & Daar, J. H. (2014). Introduction. In M. R. Dixon (Ed.), PEAK relational training system: Direct training module. Carbondale: Shawnee Scientific Press.Google Scholar
- Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian account of human language and cognition. New York: Plenum Press.Google Scholar
- Sattler, J. M., & Dumont, R. (2004). Assessment of children: WISC-IV and WPPSI-III supplement. San Diego: Sattler Publisher, Inc..Google Scholar
- Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5–22. https://doi.org/10.1901/jeab.1982.37-5.
- Spearman, C. (1904). “General intelligence”. Objectively determined and measured. American Journal of Psychology, 15, 238–249.Google Scholar
- Sundberg, M. L. (2008). VB-MAPP: Verbal behavior milestones assessment and placement program. Concord: AVB Press.Google Scholar