Scientific References

Key works cited in the design and validation of INTERLAZA's clinical approach. From Sidman's 1971 discovery of stimulus equivalence through Barnes-Holmes's 2022 review — 55+ years of peer-reviewed behavioral science.

Stimulus Equivalence & MTS 10

Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech and Hearing Research, 14, 5–13. The foundational paper demonstrating equivalence class formation through MTS training.
Sidman, M., & Cresson, O. (1973). Reading and crossmodal transfer of stimulus equivalences in severe retardation. American Journal of Mental Deficiency, 77, 515–523.
Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5–22.
Sidman, M. (1994). Equivalence Relations and Behavior: A Research Story. Boston: Authors Cooperative. Essential book — the full account of the equivalence research program.
Sidman, M. (2000). Equivalence relations and the reinforcement contingency. Journal of the Experimental Analysis of Behavior, 74, 127–146.
Arntzen, E. (2021). An overview of key papers preceding Sidman equivalence. Journal of the Experimental Analysis of Behavior, 115(1), 31–48.
Critchfield, T. S., Barnes-Holmes, D., & Dougher, M. J. (2018). Editorial: What Sidman did — Historical and contemporary significance of research on derived stimulus relations. Perspectives on Behavior Science, 41, 137–148.
Cowley, B. J., Green, G., & Braunling-McMorrow, D. (1992). Using stimulus equivalence procedures to teach name-face matching to adults with brain injuries. Journal of Applied Behavior Analysis, 25, 461–475.
de Rose, J. C., de Souza, D. G., & Hanna, E. S. (1996). Teaching reading and spelling: Exclusion and stimulus equivalence. Journal of Applied Behavior Analysis, 29, 451–469.
Carr, D., Wilkinson, K. M., Blackman, D., & McIlvane, W. J. (2000). Equivalence classes in individuals with minimal verbal repertoires. Journal of the Experimental Analysis of Behavior, 74(1), 101–114.

Relational Frame Theory 8

Hayes, S. C., Barnes-Holmes, D., & Roche, B. (Eds.) (2001). Relational Frame Theory: A Post-Skinnerian Account of Human Language and Cognition. New York: Kluwer Academic/Plenum. The seminal RFT text — defines all relational frame families, mutual and combinatorial entailment.
Barnes-Holmes, D., Barnes-Holmes, Y., & Cullinan, V. (2000). Relational frame theory and Skinner's Verbal Behavior: A possible synthesis. The Behavior Analyst, 23, 69–84.
Barnes-Holmes, D., Barnes-Holmes, Y., & McEnteggart, C. (2020). Updating RFT (more field than frame) and its implications for process-based therapy. The Psychological Record, 70, 605–624.
Barnes-Holmes, D., Barnes-Holmes, Y., Luciano, C., & McEnteggart, C. (2017). From IRAP and REC model to a multi-dimensional multi-level framework for analysing the dynamics of arbitrarily applicable relational responding. Journal of Contextual Behavioral Science, 6(4), 473–483.
Barnes-Holmes, D. (2022). Relational frame theory 20 years on: The Odysseus voyage and beyond. Journal of the Experimental Analysis of Behavior, 117(2), 181–217.
Dymond, S., May, R. J., Munnelly, A., & Hoon, A. E. (2010). Evaluating the evidence base for relational frame theory: A citation analysis. The Behavior Analyst, 33, 97–117.
Steele, D. L., & Hayes, S. C. (1991). Stimulus equivalence and arbitrarily applicable relational responding. Journal of the Experimental Analysis of Behavior, 56(3), 519–555.
Törneke, N. (2010). Learning RFT: An Introduction to Relational Frame Theory and Its Clinical Application. Oakland: New Harbinger. Accessible introduction to RFT for clinicians.

Applied RFT, Errorless, BKT & Transfer 23

Rehfeldt, R. A., & Barnes-Holmes, Y. (Eds.) (2009). Derived Relational Responding: Applications for Learners with Autism and Other Developmental Disabilities. Oakland: New Harbinger. Essential applied reference — translates RFT into teaching protocols for our population.
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). 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.
Murphy, C., & Barnes-Holmes, D. (2010). Establishing complex derived manding with children with and without a diagnosis of autism. The Psychological Record, 60, 489–504.
O'Connor, J., Rafferty, A., Barnes-Holmes, D., & Barnes-Holmes, Y. (2009). The role of verbal behavior, stimulus nameability and familiarity on the equivalence performances of autistic and normally-developing children. The Psychological Record, 59, 53–74.
Dunne, S., Foody, M., Barnes-Holmes, Y., Barnes-Holmes, D., & Murphy, C. (2014). Facilitating repertoires of coordination, opposition distinction, and comparison in young children with autism. Behavioral Development Bulletin, 19(2), 37.
Gibbs, A. R., & Tullis, C. A. (2021). A systematic review of derived relational responding beyond coordination in individuals with autism and intellectual and developmental disabilities. Behavior Modification, 47(4), 891–924.
Murphy, C., & Barnes-Holmes, D. (2017). Teaching important relational skills for children with autism spectrum disorder and intellectual disability using freely available (GO-IRAP) software. Austin Journal of Autism & Related Disabilities, 3(2), 1041.
Barnes-Holmes, Y., McHugh, L., & Barnes-Holmes, D. (2004). Perspective-taking and theory of mind: A relational frame account. The Behavior Analyst Today, 5, 15–25.
Barnes-Holmes, Y., Barnes-Holmes, D., Smeets, P. M., Strand, P., & Friman, P. (2004). Establishing relational responding in accordance with more-than and less-than as generalized operants in young children. International Journal of Psychology and Psychological Therapy, 4, 531–558.
Stewart, I., McElwee, J., & Ming, S. (2024). Integrating relational frame theory (RFT) and verbal behavior (VB) in early intervention. The Psychological Record, 74, 289–311.
Dixon, M. R., Belisle, J., McKeel, A., et al. (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(2), 493–521.
Arntzen, E. (2012). Training and testing parameters in formation of stimulus equivalence: Methodological issues. European Journal of Behavior Analysis, 13(1), 123–135.
Fields, L., & Verhave, T. (1987). The structure of equivalence classes. Journal of the Experimental Analysis of Behavior, 48, 317–332.
Brodsky, J., & Fienup, D. M. (2018). Sidman goes to college: A meta-analysis of equivalence-based instruction in higher education. Perspectives on Behavior Science, 41, 95–119.
Terrace, H. S. (1963). Discrimination learning with and without errors. Journal of the Experimental Analysis of Behavior, 6, 1–27. The foundational errorless learning paper — gradual stimulus fading without errors.
Touchette, P. E. (1971). Transfer of stimulus control: Measuring the moment of transfer. Journal of the Experimental Analysis of Behavior, 15, 347–354.
Mueller, M. M., Palkovic, C. M., & Maynard, C. S. (2007). Errorless learning: Review and practical application for teaching children with pervasive developmental disorders. Psychology in the Schools, 44, 691–700.
Leaf, J. B., Sheldon, J. B., & Sherman, J. A. (2010). Comparison of simultaneous prompting and no-no-prompt procedures in children with autism. Journal of Applied Behavior Analysis, 43, 215–228.
Corbett, A. T., & Anderson, J. R. (1995). Knowledge tracing: Modeling the acquisition of procedural knowledge. User Modeling and User-Adapted Interaction, 4(4), 253–278. The foundational BKT paper — defines P(L₀), P(T), P(G), P(S) parameters.
Baker, R. S. J. d., Corbett, A. T., & Aleven, V. (2008). More accurate student modeling through contextual estimation of slip and guess probabilities in Bayesian knowledge tracing. In Intelligent Tutoring Systems (LNCS 5091, pp. 406–415).
Yudelson, M. V., Koedinger, K. R., & Gordon, G. J. (2013). Individualized Bayesian knowledge tracing models. Proceedings of the 16th International Conference on Artificial Intelligence in Education (pp. 171–180).
Pelánek, R. (2017). Bayesian knowledge tracing, logistic models, and beyond: An overview of learner modeling techniques. User Modeling and User-Adapted Interaction, 27, 313–350.
Varela, J., & Quintana, C. (1995). Comportamiento inteligente y su transferencia. Revista Mexicana de Análisis de la Conducta, 21, 47–66. The original paper defining the 15-level transfer taxonomy.
Varela, J. (2008). Conceptos básicos del interconductismo. Guadalajara: Universidad de Guadalajara. 2021 revised edition available as open-access PDF via interbehavioral.com.
Kantor, J. R. (1959). Interbehavioral Psychology: A Sample of Scientific System Construction. Granville, OH: Principia Press. Foundational text defining stimulus as functional role — source of the concept/instance/stimulus distinction.
Kantor, J. R., & Smith, N. W. (1975). The Science of Psychology: An Interbehavioral Survey. Chicago: Principia Press.

This bibliography represents the primary scientific foundations of INTERLAZA's clinical algorithms, exercise types, and mastery criteria. For the full literature review and implementation notes, contact our team.