Testing and Training Analogical Relational Responding in Children With and Without Autism

Analogical responding is ubiquitous in everyday language and cognition and is a key component in learning. However, there is relatively little behavioral research on analogical responding in young children. Kirsten et al. (2021) recently tested and trained an RFT-based model of analogy as the derived relating of relations in 5-year-old children using a relational evaluation procedure (REP) and the present study aimed to extend this work. In Experiment 1, two 5-year-old typically developing children were assessed and trained in relating both derived sameness and difference relations, thus extending the Kirsten et al. study, which had focused on difference relations alone. Following multiple exemplar training, correct responding increased to criterion levels and generalization was observed in both participants. In Experiment 2, similar results were seen for two children with autism spectrum disorder. Results are discussed in relation to previous research as well as the future testing and training potential of the REP with young children.