The Implications of Relational Frame Theory (RFT) for Precision Teaching (PT)

Thought I would share with the person who reads my blog. This talk was a Keynote address at the International Precision Teaching Conference in Reno, NV, in December of 2011 (yes a few years back), which I have only just discovered. Steven Hayes talks about  RFT, Multiple Exemplar Training, & Stimulus Equivalence and how this may be a beneficial framework for PT. He talks of how in PT we should train in multiple learning channels, as he points out the hear-say may not lead to see-say; whilst basically also talking about effective instruction and generalisation. For me, I am not sure how he could do the talk without talking a little (at least) about Direct Instruction)

Steven C. Hayes, Ph.D., discusses the importance of establishing fluency of basic elements of complex performances key to effective education. Unfortunately, there is no prior functional guide to how best to identify these basic elements. There is a strong tendency to rely on topography, common sense, or existing curricula instead of inductive contextual behavioral science methods. In this talk he argues that this has enormously hobbled Precision Teaching (PT) and behavior analysis. Using Relational Frame Theory (RFT) as a starting point, he shows how the unit that emerged within that inductive research program has evolved. Dr. Hayes also gives examples of how it may be possible to create a leap forward in educational practice by carefully integrating fluency based education with relational framing.

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