Episode 1: Relational Frame Theory



The purpose of this presentation is to serve as an orientation to the various relational frames within relational frame theory. In this presentation Dr. Caleb Stanley will provide an overview of Relational Frame Theory, as well as the fundamental assumptions that underlie it. The presentation will then provide an in-depth discussion on the various types of relational frames and describe several examples of each. Lastly, the presentation will briefly discuss some clinical considerations and implications related to the relational frames, as well as relational frame theory more broadly.

Learning Objectives:

-      Summarize the underlying tenants of Relational Frame Theory

-      State the components of a relational frame

-      Describe the various types of relational frames


Part 1 – Introduction & Overview of RFT

Part 2 – Components of a Relational Frame

Part 3 – Orientation to Types of Relational Frames

Part 4 – Frames of Coordination, Distinction, & Opposition

Part 5 – Frames of Comparison, Hierarchy, Deictic Relational Frames, Clinical Considerations & Conclusion

Dr. Caleb Stanley

Dr. Caleb Stanley is currently an assistant professor in the Applied Behavior Analysis program at Utah Valley University. Dr. Stanley graduated with a master’s and PhD degree in Behavior Analysis & Therapy from Southern Illinois University. Dr. Stanley is a doctorate level Board Certified Behavior Analyst and has nearly a decade of experience working as a behavior analyst in both research and clinical capacities. Dr. Stanley’s primary area of expertise is concerned with understanding variables related to the development of complex language and cognition using contemporary behavior analytic approaches. Dr. Stanley has published over 40 publications inclusive of articles in peer-reviewed behavior analytic journals, textbooks, and several book chapters related to his area of expertise. Much of his clinical experience has been devoted to the application of contemporary behavior analytic procedures and principles, such as those rooted in relational frame theory, to individuals with autism to teach complex language. Recently, he has sought to understand how such procedures can be applied to neurotypical individuals as well. Dr. Stanley intends to continue this line of research and clinical work, but also expand it to determine how relation frame theory influences other complex behaviors.

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