This comparison draws in part from “Teaching "Then-Later" and "Here-There" Relations to Children with Autism: An Evaluation of Single Reversals and Transformation of Stimulus Function” (CEUniverse), and extends it with peer-reviewed research from our library of 27,900+ ABA research articles. The decision framework, BACB ethics code references, and cross-links below are synthesized by Behaviorist Book Club.
View the original presentation →Teaching children with autism to use temporal and deictic language has historically relied on discrete trial training (DTT) approaches that train specific stimulus-response associations across large exemplar sets. An RFT-informed approach offers a complementary strategy: training relational frames using a smaller set of exemplars and testing for transformation of stimulus function across novel stimuli. Both approaches share the core DTT methodology — clear antecedents, prompted or errorless responding, reinforcement, data collection — but they differ in how they conceptualize the training target and how they measure success. The comparison below examines these two approaches across dimensions relevant to treatment planning and outcome evaluation.
| Factor | Evidence-Based Approach | Traditional Approach |
|---|---|---|
| Target conceptualization | Relational flexibility — acquiring the frame that operates across shifting reference points | Stimulus-response associations — correct responding to specific trained configurations |
| Training efficiency | Fewer exemplars required if transformation of function is demonstrated | Large exemplar sets needed to produce generalization across novel configurations |
| Measure of mastery | Correct responding on reversal probes and novel stimuli not directly trained | Criterion-level performance on trained stimulus-response associations |
| Generalization mechanism | Transformation of stimulus function through relational history | Sufficient exemplar training to produce response generalization |
| Applicability to perspective-taking | Directly targets the relational operations implicated in perspective-taking | Does not address relational flexibility as a distinct training target |
| Evidence base | Growing single-case literature; theoretically coherent; demonstrated transformation effects | Extensive literature on DTT for language targets; less specific to deictic relational targets |
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Use this framework when approaching teaching "then-later" and "here-there" relations to children with autism: an evaluation of single reversals and transformation of stimulus function in your practice:
Does the data support a need for intervention? Is there a meaningful impact on the individual's quality of life, safety, or access to reinforcement?
YES → Proceed to assessment NO → Document reasoning, monitor
A functional assessment should guide intervention selection. Avoid defaulting to standard protocols without individual analysis. Consider environmental variables, setting events, and private events.
YES → Select evidence-based approach matched to function NO → Complete assessment first
Goals should be co-developed. Assent and informed consent are ethical requirements. The individual's preferences and values matter in selecting both goals and methods.
YES → Proceed with collaborative plan NO → Engage in shared decision-making
This course covers the clinical and ethical dimensions in detail with structured learning objectives and CEU credit.
Teaching "Then-Later" and "Here-There" Relations to Children with Autism: An Evaluation of Single Reversals and Transformation of Stimulus Function — CEUniverse · 1 BACB Ethics CEUs · $0
Take This Course →We extended this decision guide with research from our library — dig into the peer-reviewed studies behind each approach, in plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
256 research articles with practitioner takeaways
1 BACB Ethics CEUs · $0 · CEUniverse
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.