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. 2023 Jul 7;17(1):257-269.
doi: 10.1007/s40617-023-00834-9. eCollection 2024 Mar.

Behavior Analysts' Relationship to Relating Relations: A Survey on Perceptions, Acceptability, Knowledge, and Capacity for Derived Stimulus Relations Research and Practice

Albert Malkin  1 , Eric A Jacobs  2 , Allison Kretschmer  1
Affiliations

Behavior Analysts' Relationship to Relating Relations: A Survey on Perceptions, Acceptability, Knowledge, and Capacity for Derived Stimulus Relations Research and Practice

Albert Malkin et al. Behav Anal Pract. .

Abstract

The study and application of procedures that result in stimulus relations via relational frame theory (RFT) and stimulus equivalence (applied as equivalence-based instruction; EBI), have made tremendous strides in contemporary behavior analysis. However, applications at scale lag basic and translational research. We turn our attention inward to investigate potential causes. We replicated and extended Enoch and Nicholson (Behavior Analysis in Practice, 13(3), 609-617, 2020) by conducting a survey of behavior analysts (n = 129) to determine their perceptions, experiences, and barriers in carrying out research and practice based on RFT and EBI. Participants indicated an interest in RFT and EBI, and mostly perceive both within the scope of behavior analysis. A majority of behavior analysts reported formal education in EBI (78.3%), in contrast to a minority in RFT (15.5%). Adoption of procedures derived from RFT and EBI may be in proportion to formal education. Compounded with a lack of accuracy on basic knowledge questions, there is a potential gap in capacity in the field in addressing behavior related to complex verbal behavior.

Keywords: Derived stimulus relations; Equivalence-based instruction; Relational frame theory.

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Conflict of interest statement

Conflict of InterestAll authors declare that he/she have no conflict of interest.

Figures

Fig. 1
Fig. 1
Required Coursework and Incorporating Procedures into Practice. Note. The left panel represents the number of participants that reported required coursework in EBI, the right panel represents the number of participants that reported required coursework in RFT. Both represent the number of participants who incorporate these procedures into their practice
Fig. 2
Fig. 2
Knowledge Multiple Questions and Matching Question Accuracy across Certificant Level. Note. The left panel represents multiple-choice question accuracy, the right panel represents matching question accuracy. Each data point represents a participant’s score. The black square represents the mean. The width of each curve represents the approximate frequency of data points in each region
Fig. 3
Fig. 3
Knowledge Question Scores Related to EBI and RFT Subject Matter and Incorporating into Research and Practice. Note. The top panel represents knowledge questions related to EBI and the bottom panel represents knowledge questions related to RFT. Each data point represents a participant’s percentage of correct responses. The black square represents the mean. The width of each curve represents the approximate frequency of data points in each region
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