Using Relational Training to Improve Performance During Acceptance and Commitment Training Sessions

Callan M Gilsenan; Zhihui Yi; Jessica M Hinman; Becky F Barron; Mark R Dixon

doi:10.1007/s40617-021-00574-8

Using Relational Training to Improve Performance During Acceptance and Commitment Training Sessions

Behav Anal Pract. 2021 Aug 9;15(1):179-191. doi: 10.1007/s40617-021-00574-8. eCollection 2022 Mar.

Authors

Callan M Gilsenan¹, Zhihui Yi², Jessica M Hinman², Becky F Barron³, Mark R Dixon²

Affiliations

¹ Emergent Learning Center, Naperville, IL USA.
² College of Applied Health Science, Department of Disability and Human Development, University at Illinois Chicago, Chicago, IL USA.
³ Emergent Learning Center, St. Louis, MO USA.

Abstract

The current study investigated the effect of relational training on improving engagement during acceptance and commitment training (ACT) sessions that aimed to reduce maladaptive behavior. Three female children diagnosed with autism participated in the current research. The relational training protocol involved eight programs designed to improve participants' ability to engage in relational responding. A concurrent multiple-baseline across-participants design was used, and participants' maladaptive behavior during ACT sessions was recorded. Results indicated a decrease in maladaptive behavior for one of the three participants, with a medium to large treatment effect. A secondary measure also showed improvement in all three participants' performance during ACT sessions. The percentage of nonoverlapping data and Cohen's d suggest a small to moderate treatment effect. Implications for implementing ACT with individuals diagnosed with autism are discussed.

Keywords: ACT Quantitative Analysis Scale (AQAS); AIM; Acceptance and commitment training (ACT); Autism; PEAK; Relational training.