De wetenschap achter de SMART training en verbetering van de intellectuele vaardigheden.
Dr. Bryan Roche en Dr. Sarah Cassidy werken al meer dan 20 jaar als wetenschappers aan de ontwikkeling en verbetering van de SMART training en leermethode. Zijn doen dit in de traditie van de gedragswetenschappen waar het idee van “relational skills” (relationele vaardigheden) is ontstaan. De RaiseYourIQ benadering voor een beter brein functioneren is gebaseerd op de Relational Frame Theorie – een moderne theorie over cognitie. Ons team is al meer dan 20 jaar betrokken bij de ontwikkeling van deze theorie.
RaiseYourIQ is het enige Breintraining bedrijf dat online relational skills training gebaseerd op onderzochte en uitgeteste methoden uit de toegepaste gedragsanalyse (applied behavior analysis (ABA)) aanbiedt. Onze methode is in de loop van tientallen jaren onderzoek ontwikkeld vanuit een onderzoekstraditie die begon met het werk van B.F Skinner, een vooraanstaand onderzoeker en psycholoog. Skinner was geen hersenwetenschapper, maar hij was expert op het vlak van leren en onderwijs. Zijn ontdekkingen hebben geleid tot succesvolle behandelingen van leerproblemen en autisme. Zijn aanpak heeft ons de weg gewezen hoe we mensen kunnen helpen om hun intellectuele vermogen tot wasdom te laten komen en zelfs nog verder te verbeteren.
De applied behavior analysis benadering wordt in het algemeen beschouwd als de meest effectieve behandeling die de wetenschap heeft voort gebracht om het mentaal en cognitieve functioneren te verbeteren. Deze benadering wordt in talloze klinieken, schoolsystemen en parktijken met succes toegepast. SMART training komt voort uit deze onderzoeks- en behandeltraditie en brengt u een wetenschappelijke bewezen trainingssysteem dat u de fundamentele bouwstenen voor de intellectuele ontwikkeling leert zodat het verwerven van nieuwe kennis gemakkelijker verloopt.
Enkele gepubliceerde wetenschappelijke artikelen die de SMART training ondersteunen
Barnes-Holmes, Y., Barnes-Holmes, D., Roche, B. & Smeets, P. M. (2001). Exemplar training and a derived transformation of function in accordance with symmetry: II. The Psychological Record, 51, 589-603.
Barnes-Holmes, Y., Barnes-Holmes, D. & Cullinan, V. (2001). In Relational frame theory: A post-Skinnerian account of human language and cognition. Hayes, S. C. (Ed.); Barnes-Holmes, D. (Ed.); Roche, B. (Ed.), (pp. 181-195). New York, NY, US: Kluwer Academic/Plenum
Barnes-Holmes, Y., Barnes-Holmes, D. & Murphy, C. (2004). Teaching the generic skills of language and cognition: Contributions from relational frame theory. In Moran, Daniel J. (Ed.); Malott, Richard W. (Ed.), Evidence-based educational methods. San Diego, CA, US: Elsevier Academic Press.
Barnes-Holmes, Y., Barnes-Holmes, D., Roche, B., Healy, O., Lyddy, F., Cullinan, V. & Hayes, S. C. (2001). Psychological Development. In Hayes, Steven C. (Ed.); Barnes-Holmes, Dermot (Ed.); Roche, Bryan (Ed.), Relational frame theory: A post-Skinnerian account of human language and cognition (pp. 157-180). New York, NY, US: Kluwer Academic/Plenum Publishers, 2001.
Barnes-Holmes, Y., Barnes-Holmes, D., Roche, B. & Smeets, P. M. (2001). Exemplar training and a derived transformation of function in accordance with symmetry. The Psychological Record, 51, 287-308.
Berens, N. M. & Hayes, S. C. (2007). Arbitrarily applicable comparative relations: Experimental evidence for a relational operant. Journal of Applied Behavior Analysis, 40, 45-71.
Cassidy, S., Roche, B. & Hayes, S. C. (2011). A relational frame training intervention to raise Intelligence Quotients: A pilot study. The Psychological Record, 61, 173-198.
Cassidy, S., Roche, B. & O’Hora, D. (2010). Relational Frame Theory and human intelligence. European Journal of Behavior Analysis, 11, 37-51.
Christoff, K., Keramatian, K., Gordon, A. M., Smith, R., & Mädler, B. (2009). Prefrontal organization of cognitive control according to levels of abstraction. Brain Research, 1286, 94-105.
Gómez, S. López, F., ; Martín, C. B., Barnes-Holmes, Y. & Barnes-Holmes, D. (2007). Exemplar training and a derived transformation of functions in accordance with symmetry and equivalence. The Psychological Record, 57, 273-294.
Gore, N. J.; Barnes-Holmes, Yvonne & Murphy, Glynis. (2010). The Relationship between Intellectual Functioning and Relational Perspective-Taking. International Journal of Psychology & Psychological Therapy, 10, 1-17.
Gorham, Marie; Barnes-Holmes, Y., Barnes-Holmes, D. & Berens, N. (2009). Derived comparative and transitive relations in young children with and without autism. The Psychological Record, 59, 221-246.
Christoff, K., Keramatian, K., Gordon, A. M., Smith, R., & Mädler, B. (2009). Prefrontal organization of cognitive control according to levels of abstraction. Brain Research, 1286, 94-105.
Luciano, C., Becerra, I. G., & Valverde, M. R. (2007). The role of multiple-exemplar training and naming in establishing derived equivalence in an infant. Journal of the Experimental Analysis of Behavior, 87, 349-365.
McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2004). Relational Frame Account of the Development of Complex Cognitive Phenomena: Perspective-taking, False Belief Understanding, and Deception. International Journal of Psychology & Psychological Therapy, 4, 303-324.
McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. Perspective-Taking as Relational Responding: A Developmental Profile. (2004). The Psychological Record, 54, 115-144.
Murphy, C., Barnes-Holmes, D. & Barnes-Holmes, Y. (2005). Derived manding in children with autism: Synthesizing Skinner's verbal behavior with relational frame theory. Journal of Applied Behavior Analysis, 38, 445-462.
Murphy, C., & Barnes-Holmes, D. (2009). Derived more-less relational mands in children diagnosed with autism. Journal of Applied Behavior Analysis, 42, 253-268.
Murphy, C., & Barnes-Holmes, D. (2009). Establishing derived manding for specific amounts with three children: An attempt at synthesizing Skinner's Verbal Behavior with relational frame theory. The Psychological Record, 59, 75-92.
Oberauer, K. (2003). The multiple faces of working memory: Storage, processing, supervision, and coordination. Intelligence, 31(2), 167-193.
O'Connor, J., Barnes-Holmes, Y., & Barnes-Holmes, D. (2011). Establishing contextual control over symmetry and asymmetry performances in typically developing children and children with autism. The Psychological Record, 61, 287-312.
O'Toole, C., Barnes-Holmes, D., Murphy, C., O'Connor, J., & Barnes-Holmes, Y. (2009). Relational flexibility and human intelligence: Extending the remit of Skinner's Verbal Behavior. International Journal of Psychology & Psychological Therapy, 9, 1-17.
Ramsden, S., Richardson, F. M., Josse,G., Thomas, M. S. C., Ellis, C., Shakeshaft, C., Seghier, M. L. & Price, C. P. (2011). Verbal and non-verbal intelligence changes in the teenage brain. Nature 479, 113–116.
Rehfeldt, R. & Barnes-Holmes, Y. (2009). Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities: A Progressive Guide to Change. Oakland, CA: New Harbinger.
Roche, B., Cassidy, S. & Stewart, I. (2013). Nurturing genius: Realizing a foundational aim of Psychology, In Kashdan, T & Ciarrochi, J. (Eds.), Cultivating well-being: Treatment innovations in Positive Psychology, Acceptance and Commitment Therapy, and beyond, pp. 267-302. Oakland, CA: New Harbinger.
Rosales, R., Rehfeldt, R., & Lovett, S. (2011). Effects of multiple exemplar training on the emergence of derived relations in preschool children learning a second language. Analysis of Verbal Behavior, 27, 61-74.
Stewart, I., Tarbox, J., Roche, B., & O’Hora, D. (2013). Education, intellectual development, and relational frame theory. In Dymond, S. & Roche, B. (Eds.), Advances in Relational Frame Theory: Research & Application, pp. 178-198. Oakland, CA: New Harbinger.
Vitale, A., Barnes-Holmes, Y., Barnes-Holmes, D., & Campbell, C. (2008). Facilitating responding in accordance with the relational frame of comparison: Systematic empirical analyses. The Psychological Record, 58, 365-390.
Weil, T. M., Hayes, S. C., & Capurro, P. (2011). Establishing a deictic relational repertoire in young children. The Psychological Record, 61, 371-390.