Training temporal relational framing in young children

Abstract

Temporal relational framing involves responding to how events are related together in time (e.g., if A comes after B, then B comes before A). Relational frame theory (RFT) sees this skill as important to navigating everyday life contexts involving time such as sequencing events and organizing one's behavior. Previous research has shown that multiple exemplar training (MET) can be used to train relational framing in children, though no work has been done specifically with temporal frames. This study aimed to train temporal relational framing in three typically developing 5-year-olds using MET in a combined multiple probe design across participants and responses. Following training, all participants reached criterion levels and passed generalization tests for mutual and combinatorial entailment, and transformation of function with untrained stimuli. Participants maintained high overall performance four weeks following training. Implications and future research directions are discussed.