An Early Evaluation of a Radically Individualized and Functional Approach to Assessment and Intervention for Individuals with Emergent Verbal Repertoires
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Authors
Law, Stuart Michael
Issue Date
2025
Type
Dissertation
Language
en_US
Keywords
Alternative Title
Abstract
This dissertation presents an early evaluation of genArete, a functionally oriented, radically individualized assessment system. Grounded in behavioral principles and informed by Relational Frame Theory (RFT), genArete integrates person-centered planning, free-operant measurement, and flexible programming to support the development of socially meaningful skills. The system aims to move beyond traditional assessments by focusing on adaptable approaches to functional classes of behavior and context-sensitive recommendations. Study 1 examined the internal structure of genArete’s Complex Verbal Behavior domain to evaluate whether item hierarchies and relational nesting reflected a logically sequenced, empirically coherent framework. Results suggested that the vast majority of items performed in accordance with their intended level of difficulty, although a few composite hierarchies, such as Broad Object Naming, revealed a need for further refinement.
Study 2 investigated the inter-rater reliability of the Complex Verbal Behavior domain. Clinicians generally demonstrated high levels of agreement in spite of the challenge of interacting with a scoring system anchored to functional objective, complex and flexible pre-teaching shaping and guidance.
Study 3 consisted of five single-subject case studies comparing genArete-informed interventions to various assessments and versions of ‘treatment as usual’ for early Autism Spectrum Disorder (ASD) interventions. Monte Carlo simulations were used for one or more programs in each case to determine whether observed behavior changes could be attributed to the intervention. Many cases yielded significant outcomes despite challenges presented by applied settings, highlighting notable skill acquisition even in a short-term service. Collectively, these findings support the feasibility and value of a flexible, functionally grounded assessment model. genArete demonstrates potential to improve decision-making in clinical settings by emphasizing individualized reinforcement profiles, contextually relevant goals, and functional fluency over normative comparisons. This research contributes to the broader call for modern behavior analytic tools that align with the principles of dignity, self-determination, and dynamic responsiveness in support of learners with complex needs.