Teoria das Molduras Relacionais e a tomada de perspectiva: Uma revisão dos protocolos de treinamento
DOI:
https://doi.org/10.18761/PAC.2021.v12.RFT.11Palavras-chave:
molduras dêiticas, teoria das molduras relacionais, tomada de perspectiva, comportamento socialResumo
A tomada de perspectiva pode ser compreendida como a habilidade de interpretar, compreender e prever os comportamentos, pensamentos e emoções de si mesmo e dos outros, assumindo a perspectiva requisitada, sendo uma habilidade central no processo de socialização humana e déficits nessa capacidade estão associados a prejuízos nas habilidades sociais. Evidências apontam que o responder relacional arbitrariamente aplicável possui um papel significativo na tomada de perspectiva. O trabalho teve como objetivo analisar os protocolos de tomada de perspectiva baseados na RFT. Foram realizadas buscas em seis bases de dados, com 12 artigos selecionados para revisão. Foram registrados 4 protocolos diferentes, com duas abordagens teórico-conceituais divergentes. Os resultados são consistentes com os demais estudos, reforçando as evidências sobre a capacidade de aquisição dos repertórios por condicionamento operante, produção de respostas derivadas, e a existência de diferentes níveis de complexidade das molduras dêiticas, porém, os efeitos dos protocolos nas tarefas de teoria da mente ainda são inconsistentes. Por fim, algumas considerações sobre as atuais limitações e sobre o desenvolvimento da agenda de pesquisa do campo são sinalizadas.
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Referências
*Arango, M. I. R., & Baquero, L. A. Q. (2017). Investigación traslacional en el estudio de marcos deícticos: Reflexiones a partir de un trabajo experimental. Mexican Journal of Behavior Analysis, 1(43), 97-127. https://doi.org/10.5514/rmac.v43.i1.61078
*Barbero-Rubio, A., López-López, J. C., Luciano, C., & Eisenbeck, F. (2016). Perspective-taking measured by implicit relational assessment procedure (IRAP). The Psychological Record, 66, 243–252. https://doi.org/10.1007/s40732-016-0166-3
Barnes-Holmes, D., Barnes-Holmes, Y., & Cullinan, V. (2000). Relational frame theory and Skinner’s verbal behavior: A possible synthesis. The Behavior Analyst, 23(1), 69-84. https://doi.org/10.1007/BF03392000
*Barron, B. F., Verkuylen, L., Belisle, J., Paliliunas, D., & Dixon, M. R. (2019). Teaching “then-later” and “here-there” relations to children with autism: An evaluation of single reversals and transformation of stimulus function. Behavior Analysis Practice, 12, 167–175. https://doi.org/10.1007/s40617-018-0216-1
Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., Plumb, I. (2001). The “reading the mind in the eyes” test revised version: A study with normal adults, and adults with asperger syndrome or high-functioning autism. Journal of Child Psychology and Psychiatry, 42(2), 241-251.
*Belisle, J., Dixon, M. R., Stanley, C. R., Munoz, B., & Daar, J. H. (2016). Teaching foundational perspective-taking skills to children with autism using the PEAK-T curriculum: Single-reversal “I–You” deictic frames. Journal of Applied Behavior Analysis, 49(4), 965–969. https://doi.org/10.1002/jaba.324
Cassidy, S., Roche, B., & O’Hora, D. (2010). Relational frame theory and human intelligence. European Journal of Behavior Analysis, 11(1), 37-51. https://doi.org/10.1080/15021149.2010.11434333
Davlin, N. L., Rehfeldt, A. R., & Lovett, S. (2011). A relational frame theory approach to understanding perspective-taking using children’s stoTeoria
das Molduras Relacionais e a tomada de perspectiva: Uma revisão dos protocolos de treinamento 001-017
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-017 16 www.revistaperspectivas.org
ries in typically developing children. European Journal of Behavior Analysis, 12(2), 403–430. https://doi.org/10.1080/15021149.2011.11434392
Dixon, M. R., Belisle, J., McKeel, A., Whiting, S., Speelman, R., Daar, J. H., Rowsey, K. (2017). An internal and critical review of the PEAK relational training system for children with autism and related intellectual disabilities: 2014–2017. The Behavior Analyst, 40, 493-521. https://doi.org/10.1007/s40614-017-0119-4
Gilroy, S. P., Lorah, E. R., Dodge, J., & Fiorello, C. (2015). Establishing deictic repertoires in autism. Research in Autism Spectrum Disorders, 19, 82–92. https://doi.org/10.1016/j.rasd.2015.04.004
Gore, N. J., Barnes-Holmes, Y., & Murphy, G. (2010). The relationship between intellectual functioning and relational perspective-taking. International Journal of Psychology and Psychological Therapy, 10(1), 1–17.
*Guinther, P. M. (2017). Contextual influence over deriving others’ true beliefs using a relational triangulation perspective-taking protocol (RT-PTP-M1). Journal of the Experimental Analysis of Behavior, 108(3), 433–456. https://doi.org/10.1002/jeab.291
*Guinther, P. M. (2018). Contextual influence over deriving another’s false beliefs using a relational triangulation perspective taking protocol (RT-PTP-M2). Journal of the Experimental Analysis of Behavior, 110(3), 500–521. https://doi.org/10.1002/jeab.480
Hayes, S. C., Kohlenberg B. S., & Hayes, L. J. (1991). The transfer of specific and general consequential functions through simple and conditional equivalence relations. Journal of the Experimental Analysis of Behavior, 56(1), 119–137. https://doi.org/10.1901/jeab.1991.56-119
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (Eds.). (2001). Relational frame theory: A post-skinnerian account of human language and cognition. Kluwer Academic.
*Hendriks, A. L., Barnes-Holmes, Y., McEnteggart, C., Mey, H. R. A., Witteman, C. L. M., Janssen, G. T. L., & Egger, J. I. M. (2016). The relationship between theory of mind and relational frame theory: Convergence of perspective-taking measures. Clinical Neuropsychiatry, 13(2), 17–23.
Jackson, M. L., Mendoza, D. R., & Adams, A. N. (2014). Teaching a deictic relational repertoire to children with autism. The Psychological Record, 64, 791–802. https://doi.org/10.1007/s40732-014-0078-z
Janssen, G., Mey, H., Hendriks, A., Koppers, A., Kaarsemaker, M., Witteman, C., & Egger, J. (2014). Assessing deictic relational responding in individuals with social anxiety disorder: Evidence of perspective-taking difficulties. The Psychological Record, 64, 21–29. https://doi.org/10.1007/s40732-014-0013-3
*Kavanagh, D., Barnes-Holmes, Y., Barnes-Holmes, D., McEnteggart, C., & Finn, M. (2018). Exploring differential trial-type effects and the impact of a read-aloud procedure on deictic relational responding on the IRAP. The Psychological Record, 68, 163–176. https://doi.org/10.1007/s40732-018-0276-1
Kavanagh, D., Barnes-Holmes, Y., & Barnes-Holmes, D. (2020). The study of perspective-taking: Contributions from mainstream psychology and behavior analysis. The Psychological Record, 70, 581–604. https://doi.org/10.1007/s40732-019-00356-3
*Kavanagh, D., Roelandt, A., Raemdonck, L. V., Barnes-Holmes, Y., Barnes-Holmes, D., & McEnteggart, C. (2019). The on-going search for perspective-taking IRAPs: Exploring the potential of the natural language-IRAP. The Psychological Record, 69, 291–314. https://doi.org/10.1007/s40732-019-00333-w
Lovett, S., & Rehfeldt, R. A. (2014). An evaluation of multiple exemplar instruction to teach perspective-taking skills to adolescents with asperger syndrome. Behavioral Development Bulletin, 19(2), 22–36. https://doi.org/10.1037/h0100575
McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2004). Perspective-taking as relational responding: A developmental profile. The Psychological Record, 54, 115–144. https://doi.org/10.1007/BF03395465
McHugh. L. (2015). A contextual behavioural science approach to the self and perspective taking. Current Opinion in Psychology, 2, 6-10. https://doi.org/10.1016/j.copsyc.2014.12.030
*Montoya-Rodríguez, M. M., & Molina-Cobos, F. J. (2016). Relationship between deictic relational
Teoria das Molduras Relacionais e a tomada de perspectiva: Uma revisão dos protocolos de treinamento 001-017
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-017 17 www.revistaperspectivas.org
responding and theory of mind tasks in children: A pilot study. The Psychological Record, 66, 573–587. https://doi.org/10.1007/s40732-016-0193-0
*Montoya-Rodríguez, M. M., & McHugh, L. (2017). Teaching perspective-taking skills to an adult with down syndrome: A case study. Journal of Contextual Behavioral Science, 6(3), 293–297. https://doi.org/10.1016/j.jcbs.2017.04.012
Montoya-Rodríguez, M. M., Molina, F. J., & McHugh, L. (2017). A review of relational frame theory research into deictic relational responding. The Psychological Record, 67, 569–579. https://doi.org/10.1007/s40732-016-0216-x
*Montoya-Rodríguez, M. M., & Molina-Cobos, F. J. (2019). Training perspective taking skills in individuals with intellectual disabilities: A functional approach. Journal of Contextual Behavioral Science, 14, 1-10. https://doi.org/10.1016/j.jcbs.2019.08.003
O’Neill, J., & Weil, T. M. (2014). Training deictic relational responding in people diagnosed with schizophrenia. The Psychological Record, 64, 301–310. https://doi.org/10.1007/s40732-014-0005-3
Rehfeldt, R. A., Dillen, J. E., Ziomek, M. M., & Kowalchuk, R. K. (2007). Assessing relational learning deficits in perspective-taking in children with high-functioning autism spectrum disorder. The Psychological Record, 57, 23-47. https://doi.org/10.1007/BF03395563
Rehfeldt, R. A., Ming, S., & Belisle, J. (2020). Relational Framing. In Stephen Hupp, S., & Jewell, J. D. (Eds.), The Encyclopedia of Child and Adolescent Development. John Wiley & Sons, Inc. https://doi.org/10.1002/9781119171492.wecad066
Roche, B., Barnes-Holmes, D., Barnes-Holmes, Y., Smeets, P. M., & Mcgeady, S. (2000). Contextual control over the derived transformation of discriminative and sexual arousal functions. The Psychological Record, 50, 267–291. https://doi.org/10.1007/BF03395356
Rose, J. C. C., & Rabelo., L. Z. (2012). Teoria das molduras relacionais e possíveis aplicações à educação. Revista Di, 3. 10-15.
Skinner, B. F. (1957) Verbal Behavior. B. F. Skinner Foundation.
Souza, M. T., Silva, M. D., & Carvalho, R. (2010). Revisão integrativa: O que é e como fazer. Einstein (São Paulo), 8(1), 102-106. https://doi.org/10.1590/s1679-45082010rw1134
Vilardaga, R., Estévez, A., Levin, M. E., & Hayes, S. C. (2012). Deictic relational responding, empathy, and experiential avoidance as predictors of social anhedonia: Further contributions from relational frame theory. The Psychological Record, 62, 409–432. https://doi.org/10.1007/BF03395811
Villatte, M., Monestès, J., McHugh, L., Baquéa, E. F., & Loas, G. (2008). Assessing deictic relational responding in social anhedonia: A functional approach to the development of theory of mind impairments. International Journal of Behavioral Consultation and Therapy, 4(4), 360–373.
Villatte, M., Monestès, J., McHugh, L., Baquéa, E. F., & Loas, G. (2010a). Assessing perspective taking in schizophrenia using relational frame theory. The Psychological Record, 60, 413–436. https://doi.org/10.1007/BF03395719
Villatte, M., Monestès, J., McHugh, L., Baquéa, E. F., & Loas, G. (2010b). Adopting the perspective of another in belief attribution: Contribution of relational frame theory to the understanding of impairments in schizophrenia. Journal of Behavior Therapy and Experimental Psychiatry, 41(2), 125–134. https://doi.org/10.1016/j.jbtep.2009.11.004
Weil, T. M., Hayes, S. C., & Capurro, P. (2011). Establishing a deictic relational repertoire in young children. The Psychological Record, 61, 371-390. https://doi.org/10.1007/BF03395767
*Barbero-Rubio, A., López-López, J. C., Luciano, C., & Eisenbeck, F. (2016). Perspective-taking measured by implicit relational assessment procedure (IRAP). The Psychological Record, 66, 243–252. https://doi.org/10.1007/s40732-016-0166-3
Barnes-Holmes, D., Barnes-Holmes, Y., & Cullinan, V. (2000). Relational frame theory and Skinner’s verbal behavior: A possible synthesis. The Behavior Analyst, 23(1), 69-84. https://doi.org/10.1007/BF03392000
*Barron, B. F., Verkuylen, L., Belisle, J., Paliliunas, D., & Dixon, M. R. (2019). Teaching “then-later” and “here-there” relations to children with autism: An evaluation of single reversals and transformation of stimulus function. Behavior Analysis Practice, 12, 167–175. https://doi.org/10.1007/s40617-018-0216-1
Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., Plumb, I. (2001). The “reading the mind in the eyes” test revised version: A study with normal adults, and adults with asperger syndrome or high-functioning autism. Journal of Child Psychology and Psychiatry, 42(2), 241-251.
*Belisle, J., Dixon, M. R., Stanley, C. R., Munoz, B., & Daar, J. H. (2016). Teaching foundational perspective-taking skills to children with autism using the PEAK-T curriculum: Single-reversal “I–You” deictic frames. Journal of Applied Behavior Analysis, 49(4), 965–969. https://doi.org/10.1002/jaba.324
Cassidy, S., Roche, B., & O’Hora, D. (2010). Relational frame theory and human intelligence. European Journal of Behavior Analysis, 11(1), 37-51. https://doi.org/10.1080/15021149.2010.11434333
Davlin, N. L., Rehfeldt, A. R., & Lovett, S. (2011). A relational frame theory approach to understanding perspective-taking using children’s stoTeoria
das Molduras Relacionais e a tomada de perspectiva: Uma revisão dos protocolos de treinamento 001-017
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-017 16 www.revistaperspectivas.org
ries in typically developing children. European Journal of Behavior Analysis, 12(2), 403–430. https://doi.org/10.1080/15021149.2011.11434392
Dixon, M. R., Belisle, J., McKeel, A., Whiting, S., Speelman, R., Daar, J. H., Rowsey, K. (2017). An internal and critical review of the PEAK relational training system for children with autism and related intellectual disabilities: 2014–2017. The Behavior Analyst, 40, 493-521. https://doi.org/10.1007/s40614-017-0119-4
Gilroy, S. P., Lorah, E. R., Dodge, J., & Fiorello, C. (2015). Establishing deictic repertoires in autism. Research in Autism Spectrum Disorders, 19, 82–92. https://doi.org/10.1016/j.rasd.2015.04.004
Gore, N. J., Barnes-Holmes, Y., & Murphy, G. (2010). The relationship between intellectual functioning and relational perspective-taking. International Journal of Psychology and Psychological Therapy, 10(1), 1–17.
*Guinther, P. M. (2017). Contextual influence over deriving others’ true beliefs using a relational triangulation perspective-taking protocol (RT-PTP-M1). Journal of the Experimental Analysis of Behavior, 108(3), 433–456. https://doi.org/10.1002/jeab.291
*Guinther, P. M. (2018). Contextual influence over deriving another’s false beliefs using a relational triangulation perspective taking protocol (RT-PTP-M2). Journal of the Experimental Analysis of Behavior, 110(3), 500–521. https://doi.org/10.1002/jeab.480
Hayes, S. C., Kohlenberg B. S., & Hayes, L. J. (1991). The transfer of specific and general consequential functions through simple and conditional equivalence relations. Journal of the Experimental Analysis of Behavior, 56(1), 119–137. https://doi.org/10.1901/jeab.1991.56-119
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (Eds.). (2001). Relational frame theory: A post-skinnerian account of human language and cognition. Kluwer Academic.
*Hendriks, A. L., Barnes-Holmes, Y., McEnteggart, C., Mey, H. R. A., Witteman, C. L. M., Janssen, G. T. L., & Egger, J. I. M. (2016). The relationship between theory of mind and relational frame theory: Convergence of perspective-taking measures. Clinical Neuropsychiatry, 13(2), 17–23.
Jackson, M. L., Mendoza, D. R., & Adams, A. N. (2014). Teaching a deictic relational repertoire to children with autism. The Psychological Record, 64, 791–802. https://doi.org/10.1007/s40732-014-0078-z
Janssen, G., Mey, H., Hendriks, A., Koppers, A., Kaarsemaker, M., Witteman, C., & Egger, J. (2014). Assessing deictic relational responding in individuals with social anxiety disorder: Evidence of perspective-taking difficulties. The Psychological Record, 64, 21–29. https://doi.org/10.1007/s40732-014-0013-3
*Kavanagh, D., Barnes-Holmes, Y., Barnes-Holmes, D., McEnteggart, C., & Finn, M. (2018). Exploring differential trial-type effects and the impact of a read-aloud procedure on deictic relational responding on the IRAP. The Psychological Record, 68, 163–176. https://doi.org/10.1007/s40732-018-0276-1
Kavanagh, D., Barnes-Holmes, Y., & Barnes-Holmes, D. (2020). The study of perspective-taking: Contributions from mainstream psychology and behavior analysis. The Psychological Record, 70, 581–604. https://doi.org/10.1007/s40732-019-00356-3
*Kavanagh, D., Roelandt, A., Raemdonck, L. V., Barnes-Holmes, Y., Barnes-Holmes, D., & McEnteggart, C. (2019). The on-going search for perspective-taking IRAPs: Exploring the potential of the natural language-IRAP. The Psychological Record, 69, 291–314. https://doi.org/10.1007/s40732-019-00333-w
Lovett, S., & Rehfeldt, R. A. (2014). An evaluation of multiple exemplar instruction to teach perspective-taking skills to adolescents with asperger syndrome. Behavioral Development Bulletin, 19(2), 22–36. https://doi.org/10.1037/h0100575
McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2004). Perspective-taking as relational responding: A developmental profile. The Psychological Record, 54, 115–144. https://doi.org/10.1007/BF03395465
McHugh. L. (2015). A contextual behavioural science approach to the self and perspective taking. Current Opinion in Psychology, 2, 6-10. https://doi.org/10.1016/j.copsyc.2014.12.030
*Montoya-Rodríguez, M. M., & Molina-Cobos, F. J. (2016). Relationship between deictic relational
Teoria das Molduras Relacionais e a tomada de perspectiva: Uma revisão dos protocolos de treinamento 001-017
Revista Perspectivas 2021 Early View RFT Special Volume pp.001-017 17 www.revistaperspectivas.org
responding and theory of mind tasks in children: A pilot study. The Psychological Record, 66, 573–587. https://doi.org/10.1007/s40732-016-0193-0
*Montoya-Rodríguez, M. M., & McHugh, L. (2017). Teaching perspective-taking skills to an adult with down syndrome: A case study. Journal of Contextual Behavioral Science, 6(3), 293–297. https://doi.org/10.1016/j.jcbs.2017.04.012
Montoya-Rodríguez, M. M., Molina, F. J., & McHugh, L. (2017). A review of relational frame theory research into deictic relational responding. The Psychological Record, 67, 569–579. https://doi.org/10.1007/s40732-016-0216-x
*Montoya-Rodríguez, M. M., & Molina-Cobos, F. J. (2019). Training perspective taking skills in individuals with intellectual disabilities: A functional approach. Journal of Contextual Behavioral Science, 14, 1-10. https://doi.org/10.1016/j.jcbs.2019.08.003
O’Neill, J., & Weil, T. M. (2014). Training deictic relational responding in people diagnosed with schizophrenia. The Psychological Record, 64, 301–310. https://doi.org/10.1007/s40732-014-0005-3
Rehfeldt, R. A., Dillen, J. E., Ziomek, M. M., & Kowalchuk, R. K. (2007). Assessing relational learning deficits in perspective-taking in children with high-functioning autism spectrum disorder. The Psychological Record, 57, 23-47. https://doi.org/10.1007/BF03395563
Rehfeldt, R. A., Ming, S., & Belisle, J. (2020). Relational Framing. In Stephen Hupp, S., & Jewell, J. D. (Eds.), The Encyclopedia of Child and Adolescent Development. John Wiley & Sons, Inc. https://doi.org/10.1002/9781119171492.wecad066
Roche, B., Barnes-Holmes, D., Barnes-Holmes, Y., Smeets, P. M., & Mcgeady, S. (2000). Contextual control over the derived transformation of discriminative and sexual arousal functions. The Psychological Record, 50, 267–291. https://doi.org/10.1007/BF03395356
Rose, J. C. C., & Rabelo., L. Z. (2012). Teoria das molduras relacionais e possíveis aplicações à educação. Revista Di, 3. 10-15.
Skinner, B. F. (1957) Verbal Behavior. B. F. Skinner Foundation.
Souza, M. T., Silva, M. D., & Carvalho, R. (2010). Revisão integrativa: O que é e como fazer. Einstein (São Paulo), 8(1), 102-106. https://doi.org/10.1590/s1679-45082010rw1134
Vilardaga, R., Estévez, A., Levin, M. E., & Hayes, S. C. (2012). Deictic relational responding, empathy, and experiential avoidance as predictors of social anhedonia: Further contributions from relational frame theory. The Psychological Record, 62, 409–432. https://doi.org/10.1007/BF03395811
Villatte, M., Monestès, J., McHugh, L., Baquéa, E. F., & Loas, G. (2008). Assessing deictic relational responding in social anhedonia: A functional approach to the development of theory of mind impairments. International Journal of Behavioral Consultation and Therapy, 4(4), 360–373.
Villatte, M., Monestès, J., McHugh, L., Baquéa, E. F., & Loas, G. (2010a). Assessing perspective taking in schizophrenia using relational frame theory. The Psychological Record, 60, 413–436. https://doi.org/10.1007/BF03395719
Villatte, M., Monestès, J., McHugh, L., Baquéa, E. F., & Loas, G. (2010b). Adopting the perspective of another in belief attribution: Contribution of relational frame theory to the understanding of impairments in schizophrenia. Journal of Behavior Therapy and Experimental Psychiatry, 41(2), 125–134. https://doi.org/10.1016/j.jbtep.2009.11.004
Weil, T. M., Hayes, S. C., & Capurro, P. (2011). Establishing a deictic relational repertoire in young children. The Psychological Record, 61, 371-390. https://doi.org/10.1007/BF03395767
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16-08-2021
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Velozo, A. L. ., Ribeiro, L. A. ., & da Silva, M. S. . (2021). Teoria das Molduras Relacionais e a tomada de perspectiva: Uma revisão dos protocolos de treinamento. Perspectivas Em Análise Do Comportamento, 12(1), 138–154. https://doi.org/10.18761/PAC.2021.v12.RFT.11
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