Keywords
instructions
homework
verbal behavior
compliance
therapeutic process
homework
verbal behavior
compliance
therapeutic process
How to Cite
Homework Instructions and Compliance Assessing in the Therapeutic Process: An Analysis of Therapists’ Verbal Behavior. (2020). Universitas Psychologica, 19, 1-13. https://doi.org/10.11144/Javeriana.upsy19.hica
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Abstract
Instructions are a common resource used by behavioral therapists to assign therapeutic homework. However, understanding how clients learn with instructions is better known in laboratory research than in clinical research. The present study aims to explore changes in the way of instructing and reviewing the client’s compliance throughout the therapeutic process. We analyzed the therapist’s verbal behavior during 211 recorded sessions corresponding to 19 cases treated by 11 behavioral therapists (53% male and 47% female). The sessions were divided into four stages according to the timing of the intervention and coded by using a previously validated coding system (SYST-INTER-INSTR). Results show that instructions become less specific towards the last stage of the intervention. However, therapists assess task compliance in the same way towards the end of the therapeutic process. The change in specificity suggests that the client’s behavior changes from being controlled by instructions to being controlled by natural contingencies. However, to make sure the clinical change remains; therapists assess and reinforce the client’s compliance until the end of the intervention. Although clinical implications of the results, some limitations (i.e., not considering the type of task instructed) should be addressed in future studies.
Ayllon, T., & Azrin, N. H. (1964). Reinforcement and instructions with mental patients. Journal of the Experimental Analysis of Behavior, 7(4), 327-331. https://doi.org/10.1901/jeab.1964.7-327
Bakeman, R. (2000). Behavioural observation and coding. In H. T. Reis & C. M. Judd (Eds.), Handbook of Research methods in social and personality psychology (pp. 138-159). Cambridge: Cambridge University Press.
Baron, A., & Galizio, M. (1983). Instructional Control of Human Operant Behaviour. The Psychological Record, 33(4), 495-520.
Braem, S., Liefooghe, B., De Houwer, J., Brass, M., Abrahamse, E. L., & Braem, S. (2017). There are limits to the effects of task instructions: Making the automatic effects of task instructions context-specific takes practice. Journal of Experimental Psychology. Learning, Memory, and Cognition, 43(3), 394-403. https://doi.org/10.1037/xlm0000310
Cerutti, D. T. (1994). Compliance with instructions: Effects of randomness in scheduling and monitoring. The Psychological Record, 44, 259-269. https://doi.org/10.1007/bf03395133
Conklin, L. R., Strunk, D. R., & Cooper, A. A. (2018). Therapist behaviours as predictors of immediate homework engagement in cognitive therapy for depression. Cognitive Therapy and Research, 42(1), 16-23. https://doi.org/10.1007/s10608-017-9873-6
Coon, D. W., & Gallagher-Thompson, D. (2002). Encouraging homework completion among older adults in therapy. Journal of Clinical Psychology, 58(5), 549-563. https://doi.org/10.1002/jclp.10032
Cox, D. J., Tisdelle, D. A., & Culbert, J. P. (1988). Increasing adherence to behavioral homework assignments. Journal of behavioral medicine, 11(5), 519-522.
Cronin, T. J., Lawrence, K. A., Taylor, K., Norton, P. J., & Kazantzis, N. (2015). Integrating between-session interventions (Homework) in therapy: The importance of the therapeutic relationship and cognitive case conceptualization. Journal of Clinical Psychology, 71(5), 439-450. https://doi.org/10.1002/jclp.22180
Dattilio, F. M. (2002). Homework assignments in couple and family therapy. Journal of Clinical Psychology, 58(5), 535-547. https://doi.org/10.1002/jclp.10031
DiMatteo, M. R., & DiNicola. D. D. (1982). Achieving patient compliance: The psychology of the medical practitioner’s role. New York: Pergamon.
Follette, W. C., Naugle, A. E., & Callaghan, G. M. (1996). A radical behavioural understanding of the therapeutic relationship in effecting change. Behavior Therapy, 27, 623-641. https://doi.org/10.1016/s0005-7894(96)80047-5
Freeman, A., & Rosenfield, B. (2002). Modifying therapeutic homework for patients with personality disorders. Journal of Clinical Psychology, 58(5), 513-524. https://doi.org/10.1002/jclp.10029
Froján, M. X., Montaño, M., & Calero, A. (2010). therapists’ verbal behaviour analysis: A descriptive approach to the psychotherapeutic phenomenon. The Spanish Journal of Psychology, 13(02), 914-926. https://doi.org/10.1017/s1138741600002560
Froján M. X., & Ruiz, E. M. (2013). Análisis funcional de la interacción terapéutica. Conductual, 1(1), 72-92. http://conductual.com/articulos/Analisis%20funcional%20de%20la%20interaccion%20terapeutica.pdf
Galizio, M. (1979). Contingency-shaped and rule governed behaviour: instructional control of human loss avoidance. Journal of the Experimental Analysis of Behavior, 31, 53-70. https://doi.org/10.1901/jeab.1979.31–53
Garland, A., & Scott, J. (2002). Using homework in therapy for depression. Journal of Clinical Psychology, 58(5), 489-498. https://doi.org/10.1002/jclp.10027.
Hayes, S. C., Brownstein, A. J., Haas, J. R., & Greenway, D. E. (1986). Instructions, multiple schedules, and extinction: distinguishing rule-governed from schedule-controlled behaviour. Journal of the Experimental Analysis of Behavior, 46(2), 137-147. https://doi.org/10.1901/jeab.1986.46-137
Hojo, R. (2002). Effects of instructional accuracy on a discrimination task. The Psychological Record, 52, 493-507. https://doi.org/10.1007/bf03395200
Huppert, J. D., Roth L. D., & Foa, E. B. (2006). The Use of homework in behaviour therapy for anxiety disorders. Journal of Psychotherapy Integration, 16(2), 128-139. https://doi.org/10.1037/1053-0479.16.2.128
Kaufman, A., Baron, A., & Kopp, R. E. (1966). Some effects of instructions on human operant behavior. Psychonomic Monograph Supplements, 7(11), 243-250.
Kazantzis, N., Brownfield, N. R., Mosely, L., Usatoff, A. S., & Flighty, A. J. (2017). Homework in cognitive behavioral therapy. Psychiatric Clinics of North America, 40(4), 625-639. https://doi.org/10.1016/j.psc.2017.08.001
Kazantzis, N., & Deane, F. P. (1999). Psychologists' use of homework assignments in clinical practice. Professional Psychology: Research and Practice, 30(6), 581-585. https://doi.org/10.1037/0735-7028.30.6.581
Kazantzis, N., & Lampropoulos, G. K. (2002). Reflecting on homework in psychotherapy: what can we conclude from research and experience? Journal of Clinical Psychology, 58(5), 577-585. https://doi.org/10.1002/jclp.10034
Kazantzis, N., Whittington, C., Zelencich, L., Kyrios, M., Norton, P. J., & Hofmann, S. G. (2016). Quantity and quality of homework compliance: A meta-analysis of relations with outcome in cognitive behavior therapy. Behavior Therapy, 47, 755-772. https://doi.org/10.1016/j.beth.2016.05.002
Kissi, A., Hughes, S., De Schryver, M., De Houwer, J., & Crombez, G. (2018). Examining the moderating impact of plys and tracks on the insensitivity effect: A preliminary investigation. The Psychological Record, 68(4), 431-440. https://doi.org/10.1007/s40732-018-0286-z
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. https://doi.org/10.2307/2529310
Lippman, L. G., & Meyer, M. E. (1967). Fixed interval performance as related to instructions and to subjects’ verbalizations of the contingency. Psychonomic Science, 8(4), 135-136. https://doi.org/10.3758/bf03331586
Martínez, H., Ortiz, G., & González, A. (2007). Efectos diferenciales de instrucciones y consecuencias en ejecuciones de discriminación condicional humana. Psicothema, 19(1), 14-22. http://www.psicothema.com/psicothema.asp?id=3322
Martínez, H., & Ribes, E. (1996). Interactions of contingencies and instructional history on conditional discrimination. The Psychological Record, 46, 301-318.
Martínez, H., & Tamayo, R. (2005). Interactions of contingencies, instructional accuracy, and instructional history in conditional discrimination. The Psychological Record, 5(4), 633-646. https://doi.org/10.1007/bf03395531
Mazzullo, J. M., Lasagna, L., & Griner, P. F. (1974). Variations in interpretation of prescription instructions: The need for improved prescribing habits. Jama, 227(8), 929-931. https://doi.org/10.1001/jama.227.8.929
Miller, J. R., Hirst, J. M., Kaplan, B. A., Reed, F. D. D., & Reed, D. D. (2014). Effects of mands on instructional control: A laboratory simulation. The Analysis of Verbal Behaviour, 30(2), 100-112. https://doi.org/10.1007/s40616-014-0015-x
Montaño, M., Martínez, H., Froján, M. X., & Calero, A. (2013). The role of verbal behavior in the analysis of the therapeutic process. Conductual, International Journal of Interbehaviorism and Behavior Analysis, 1(2). http://www.itemadrid.net/pdf/the-role-of-verbal-behavior-in-the-analysis-of-the-therapeutic-process.pdf
Morrison, R. L., & Wixted, J. L. (1989). Social Skills Training. In A. S. Bellack (Ed.), A Clinical Guide for the Treatment of Schizophrenia (pp. 237-261). NY: Plenum Press.
Okamoto, A., Dattilio, F. M., Dobson, K. S., & Kazantzis, N. (2019). The therapeutic relationship in cognitive–behavioral therapy: Essential features and common challenges. Practice Innovations, 4(2), 112-123. https://doi.org/10.1037/pri0000088
Okouchi, H. (1999). Instructions as discriminative stimuli. Journal of the Experimental Analysis of Behavior, 72(2), 205-214. https://doi.org/10.1901/jeab.1999.72-205
Olaff, H. S., & Holth, P. (2020). The emergence of bidirectional naming through sequential operant instruction following the establishment of conditioned social reinforcers. The Analysis of Verbal Behavior, 1-28. https://doi.org/10.1007/s40616-019-00122-0
Ortiz, G. (2010). Precisión de descripciones, retroalimentación y conocimiento de la finalidad de la descripción poscontacto sobre la ejecución, elaboración y transmisión de descripciones. Acta Comportamentalia, 18(2), 189-213.
Ortiz, G., de la Rosa, E., Padilla, R., Pulido, E., & Velez, H. (2008) Efecto de la precisión e historia instruccional en la insensibilidad al cambio contingencial en tareas de igualación de la muestra de primer orden en humanos. Acta Comportamentalia, 16, 167-181.
Ortiz, G., González, A., Rosas, M., & Alcaraz, F. (2006). Efectos de la precisión instruccional y la densidad de retroalimentación sobre el seguimiento instruccional, la elaboración y transmisión de descripciones en tareas de discriminación condicional. Acta Comportamentalia, 14, 103-130.
Ortiz, G., Pacheco, V., Bañuelos, I., & Plascencia, L. (2007). Efecto del contacto con instrucciones, la especificidad e historia instruccional en la insensibilidad al cambio contingencial en tareas de igualación de la muestra de primer orden en humanos. Acta Colombiana de Psicología, 10(2), 107-115.
Podlesnik, C. A., & Chase, P. N. (2006). Sensitivity and Strength: Effects of Instructions on Resistance to Change. The Psychological Record, 56(2), 303-320. https://doi.org/10.1007/bf03395552
Radley, K. C., Dart, E. H., Helbig, K. A., & Schrieber, S. R. (2018). An additive analysis of lag schedules of reinforcement and rules on novel responses of individuals with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 1-14. https://doi.org/10.1007/s10882-018-9606-0
Rosenfarb, I. S. (1992). A Behaviour Analytic Interpretation of the Therapeutic Relationship. Psychological Record, 42, 341-354. https://doi.org/10.1007/bf03399606
Ruiz, E., Froján, M. X., & Calero, A. (2013). Análisis de la conducta verbal del cliente durante el proceso terapéutico. Anales de Psicología, 29(3), 779-790. https://doi.org/10.6018/analesps.29.3.135401
Ruiz, E., Froján, M. X., & Galván, N. (2015). Verbal interaction patterns in the clinical context: A model of how people change in therapy. Psicothema, 27(2), 99-107. https:// doi.org/10.7334/psicothema2014.119
Shelton, J. L., & Levy, R. L. (1981). A survey of the reported use of assigned homework activities in contemporary behavior therapy literature. The Behavior Therapist, 4, 13-14. https://psycnet.apa.org/record/1982-21726-001
Thompkins, M. A. (2002). Guidelines for enhancing homework compliance. Journal of clinical psychology, 58(5), 565-576. https://doi.org/10.1002/jclp.10033
Tsai, M., Kohlenberg, R. J., Kanter, J. W. Kohlenberg, B., Follette, W. C., & Callaghan, G.M. (2009). A Guide to functional analytic psychotherapy. Awareness, courage, love and behaviorism. NY: Springer.
Vargas, I., Pardo, R., Martínez, H., & Froján, M. X. (2017). The therapist’s rule-like verbalizations throughout the clinical process. Universitas Psychologica, 16(1), 25-39. https://doi.org/10.11144/Javeriana.upsy16-1.vtrt
Weiner, H. (1970). Instructional control of human operant responding during extinction following fixed-ratio conditioning. Journal of the Experimental Analysis of Behavior, 13, 391-394. https://doi.org/10.1901/jeab.1970.13-391
Bakeman, R. (2000). Behavioural observation and coding. In H. T. Reis & C. M. Judd (Eds.), Handbook of Research methods in social and personality psychology (pp. 138-159). Cambridge: Cambridge University Press.
Baron, A., & Galizio, M. (1983). Instructional Control of Human Operant Behaviour. The Psychological Record, 33(4), 495-520.
Braem, S., Liefooghe, B., De Houwer, J., Brass, M., Abrahamse, E. L., & Braem, S. (2017). There are limits to the effects of task instructions: Making the automatic effects of task instructions context-specific takes practice. Journal of Experimental Psychology. Learning, Memory, and Cognition, 43(3), 394-403. https://doi.org/10.1037/xlm0000310
Cerutti, D. T. (1994). Compliance with instructions: Effects of randomness in scheduling and monitoring. The Psychological Record, 44, 259-269. https://doi.org/10.1007/bf03395133
Conklin, L. R., Strunk, D. R., & Cooper, A. A. (2018). Therapist behaviours as predictors of immediate homework engagement in cognitive therapy for depression. Cognitive Therapy and Research, 42(1), 16-23. https://doi.org/10.1007/s10608-017-9873-6
Coon, D. W., & Gallagher-Thompson, D. (2002). Encouraging homework completion among older adults in therapy. Journal of Clinical Psychology, 58(5), 549-563. https://doi.org/10.1002/jclp.10032
Cox, D. J., Tisdelle, D. A., & Culbert, J. P. (1988). Increasing adherence to behavioral homework assignments. Journal of behavioral medicine, 11(5), 519-522.
Cronin, T. J., Lawrence, K. A., Taylor, K., Norton, P. J., & Kazantzis, N. (2015). Integrating between-session interventions (Homework) in therapy: The importance of the therapeutic relationship and cognitive case conceptualization. Journal of Clinical Psychology, 71(5), 439-450. https://doi.org/10.1002/jclp.22180
Dattilio, F. M. (2002). Homework assignments in couple and family therapy. Journal of Clinical Psychology, 58(5), 535-547. https://doi.org/10.1002/jclp.10031
DiMatteo, M. R., & DiNicola. D. D. (1982). Achieving patient compliance: The psychology of the medical practitioner’s role. New York: Pergamon.
Follette, W. C., Naugle, A. E., & Callaghan, G. M. (1996). A radical behavioural understanding of the therapeutic relationship in effecting change. Behavior Therapy, 27, 623-641. https://doi.org/10.1016/s0005-7894(96)80047-5
Freeman, A., & Rosenfield, B. (2002). Modifying therapeutic homework for patients with personality disorders. Journal of Clinical Psychology, 58(5), 513-524. https://doi.org/10.1002/jclp.10029
Froján, M. X., Montaño, M., & Calero, A. (2010). therapists’ verbal behaviour analysis: A descriptive approach to the psychotherapeutic phenomenon. The Spanish Journal of Psychology, 13(02), 914-926. https://doi.org/10.1017/s1138741600002560
Froján M. X., & Ruiz, E. M. (2013). Análisis funcional de la interacción terapéutica. Conductual, 1(1), 72-92. http://conductual.com/articulos/Analisis%20funcional%20de%20la%20interaccion%20terapeutica.pdf
Galizio, M. (1979). Contingency-shaped and rule governed behaviour: instructional control of human loss avoidance. Journal of the Experimental Analysis of Behavior, 31, 53-70. https://doi.org/10.1901/jeab.1979.31–53
Garland, A., & Scott, J. (2002). Using homework in therapy for depression. Journal of Clinical Psychology, 58(5), 489-498. https://doi.org/10.1002/jclp.10027.
Hayes, S. C., Brownstein, A. J., Haas, J. R., & Greenway, D. E. (1986). Instructions, multiple schedules, and extinction: distinguishing rule-governed from schedule-controlled behaviour. Journal of the Experimental Analysis of Behavior, 46(2), 137-147. https://doi.org/10.1901/jeab.1986.46-137
Hojo, R. (2002). Effects of instructional accuracy on a discrimination task. The Psychological Record, 52, 493-507. https://doi.org/10.1007/bf03395200
Huppert, J. D., Roth L. D., & Foa, E. B. (2006). The Use of homework in behaviour therapy for anxiety disorders. Journal of Psychotherapy Integration, 16(2), 128-139. https://doi.org/10.1037/1053-0479.16.2.128
Kaufman, A., Baron, A., & Kopp, R. E. (1966). Some effects of instructions on human operant behavior. Psychonomic Monograph Supplements, 7(11), 243-250.
Kazantzis, N., Brownfield, N. R., Mosely, L., Usatoff, A. S., & Flighty, A. J. (2017). Homework in cognitive behavioral therapy. Psychiatric Clinics of North America, 40(4), 625-639. https://doi.org/10.1016/j.psc.2017.08.001
Kazantzis, N., & Deane, F. P. (1999). Psychologists' use of homework assignments in clinical practice. Professional Psychology: Research and Practice, 30(6), 581-585. https://doi.org/10.1037/0735-7028.30.6.581
Kazantzis, N., & Lampropoulos, G. K. (2002). Reflecting on homework in psychotherapy: what can we conclude from research and experience? Journal of Clinical Psychology, 58(5), 577-585. https://doi.org/10.1002/jclp.10034
Kazantzis, N., Whittington, C., Zelencich, L., Kyrios, M., Norton, P. J., & Hofmann, S. G. (2016). Quantity and quality of homework compliance: A meta-analysis of relations with outcome in cognitive behavior therapy. Behavior Therapy, 47, 755-772. https://doi.org/10.1016/j.beth.2016.05.002
Kissi, A., Hughes, S., De Schryver, M., De Houwer, J., & Crombez, G. (2018). Examining the moderating impact of plys and tracks on the insensitivity effect: A preliminary investigation. The Psychological Record, 68(4), 431-440. https://doi.org/10.1007/s40732-018-0286-z
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. https://doi.org/10.2307/2529310
Lippman, L. G., & Meyer, M. E. (1967). Fixed interval performance as related to instructions and to subjects’ verbalizations of the contingency. Psychonomic Science, 8(4), 135-136. https://doi.org/10.3758/bf03331586
Martínez, H., Ortiz, G., & González, A. (2007). Efectos diferenciales de instrucciones y consecuencias en ejecuciones de discriminación condicional humana. Psicothema, 19(1), 14-22. http://www.psicothema.com/psicothema.asp?id=3322
Martínez, H., & Ribes, E. (1996). Interactions of contingencies and instructional history on conditional discrimination. The Psychological Record, 46, 301-318.
Martínez, H., & Tamayo, R. (2005). Interactions of contingencies, instructional accuracy, and instructional history in conditional discrimination. The Psychological Record, 5(4), 633-646. https://doi.org/10.1007/bf03395531
Mazzullo, J. M., Lasagna, L., & Griner, P. F. (1974). Variations in interpretation of prescription instructions: The need for improved prescribing habits. Jama, 227(8), 929-931. https://doi.org/10.1001/jama.227.8.929
Miller, J. R., Hirst, J. M., Kaplan, B. A., Reed, F. D. D., & Reed, D. D. (2014). Effects of mands on instructional control: A laboratory simulation. The Analysis of Verbal Behaviour, 30(2), 100-112. https://doi.org/10.1007/s40616-014-0015-x
Montaño, M., Martínez, H., Froján, M. X., & Calero, A. (2013). The role of verbal behavior in the analysis of the therapeutic process. Conductual, International Journal of Interbehaviorism and Behavior Analysis, 1(2). http://www.itemadrid.net/pdf/the-role-of-verbal-behavior-in-the-analysis-of-the-therapeutic-process.pdf
Morrison, R. L., & Wixted, J. L. (1989). Social Skills Training. In A. S. Bellack (Ed.), A Clinical Guide for the Treatment of Schizophrenia (pp. 237-261). NY: Plenum Press.
Okamoto, A., Dattilio, F. M., Dobson, K. S., & Kazantzis, N. (2019). The therapeutic relationship in cognitive–behavioral therapy: Essential features and common challenges. Practice Innovations, 4(2), 112-123. https://doi.org/10.1037/pri0000088
Okouchi, H. (1999). Instructions as discriminative stimuli. Journal of the Experimental Analysis of Behavior, 72(2), 205-214. https://doi.org/10.1901/jeab.1999.72-205
Olaff, H. S., & Holth, P. (2020). The emergence of bidirectional naming through sequential operant instruction following the establishment of conditioned social reinforcers. The Analysis of Verbal Behavior, 1-28. https://doi.org/10.1007/s40616-019-00122-0
Ortiz, G. (2010). Precisión de descripciones, retroalimentación y conocimiento de la finalidad de la descripción poscontacto sobre la ejecución, elaboración y transmisión de descripciones. Acta Comportamentalia, 18(2), 189-213.
Ortiz, G., de la Rosa, E., Padilla, R., Pulido, E., & Velez, H. (2008) Efecto de la precisión e historia instruccional en la insensibilidad al cambio contingencial en tareas de igualación de la muestra de primer orden en humanos. Acta Comportamentalia, 16, 167-181.
Ortiz, G., González, A., Rosas, M., & Alcaraz, F. (2006). Efectos de la precisión instruccional y la densidad de retroalimentación sobre el seguimiento instruccional, la elaboración y transmisión de descripciones en tareas de discriminación condicional. Acta Comportamentalia, 14, 103-130.
Ortiz, G., Pacheco, V., Bañuelos, I., & Plascencia, L. (2007). Efecto del contacto con instrucciones, la especificidad e historia instruccional en la insensibilidad al cambio contingencial en tareas de igualación de la muestra de primer orden en humanos. Acta Colombiana de Psicología, 10(2), 107-115.
Podlesnik, C. A., & Chase, P. N. (2006). Sensitivity and Strength: Effects of Instructions on Resistance to Change. The Psychological Record, 56(2), 303-320. https://doi.org/10.1007/bf03395552
Radley, K. C., Dart, E. H., Helbig, K. A., & Schrieber, S. R. (2018). An additive analysis of lag schedules of reinforcement and rules on novel responses of individuals with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 1-14. https://doi.org/10.1007/s10882-018-9606-0
Rosenfarb, I. S. (1992). A Behaviour Analytic Interpretation of the Therapeutic Relationship. Psychological Record, 42, 341-354. https://doi.org/10.1007/bf03399606
Ruiz, E., Froján, M. X., & Calero, A. (2013). Análisis de la conducta verbal del cliente durante el proceso terapéutico. Anales de Psicología, 29(3), 779-790. https://doi.org/10.6018/analesps.29.3.135401
Ruiz, E., Froján, M. X., & Galván, N. (2015). Verbal interaction patterns in the clinical context: A model of how people change in therapy. Psicothema, 27(2), 99-107. https:// doi.org/10.7334/psicothema2014.119
Shelton, J. L., & Levy, R. L. (1981). A survey of the reported use of assigned homework activities in contemporary behavior therapy literature. The Behavior Therapist, 4, 13-14. https://psycnet.apa.org/record/1982-21726-001
Thompkins, M. A. (2002). Guidelines for enhancing homework compliance. Journal of clinical psychology, 58(5), 565-576. https://doi.org/10.1002/jclp.10033
Tsai, M., Kohlenberg, R. J., Kanter, J. W. Kohlenberg, B., Follette, W. C., & Callaghan, G.M. (2009). A Guide to functional analytic psychotherapy. Awareness, courage, love and behaviorism. NY: Springer.
Vargas, I., Pardo, R., Martínez, H., & Froján, M. X. (2017). The therapist’s rule-like verbalizations throughout the clinical process. Universitas Psychologica, 16(1), 25-39. https://doi.org/10.11144/Javeriana.upsy16-1.vtrt
Weiner, H. (1970). Instructional control of human operant responding during extinction following fixed-ratio conditioning. Journal of the Experimental Analysis of Behavior, 13, 391-394. https://doi.org/10.1901/jeab.1970.13-391
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Copyright (c) 2020 Carlos Marchena Giráldez, María Xesús Froxán Parga, Ana Calero Elvira