Dermot Barnes-Holmes
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Cross-listing: PsychTree
Parents
Sign in to add mentor| Mickey Keenan | grad student | (PsychTree) | |
| Julian C. Leslie | grad student | 1987-1990 | Ulster University (PsychTree) |
Children
Sign in to add trainee| Yvonne Barnes-Holmes | grad student | ||
| Simon Dymond | grad student | University College Cork (PsychTree) | |
| Martin Finn | grad student | Ghent University | |
| Colin Harte | grad student | Ghent University | |
| Sean Hughes | grad student | Maynooth University/NUI Maynooth | |
| Bryan Roche | grad student | University College Cork | |
| Rodrigo Vianna de Almeida | grad student | 2021- | Ulster University |
| Ciara McEnteggart | grad student | 2015 | NUI Maynooth |
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Publications
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| Barnes-Holmes D, Harte C. (2022) Relational frame theory 20 years on: The Odysseus voyage and beyond. Journal of the Experimental Analysis of Behavior |
| Harte C, Barnes-Holmes D, Moreira M, et al. (2021) Exploring a Training IRAP as a single participant context for analyzing reversed derived relations and persistent rule-following. Journal of the Experimental Analysis of Behavior |
| Harte C, Barnes-Holmes D, Barnes-Holmes Y, et al. (2020) Exploring the impact of coherence (through the presence versus absence of feedback) and levels of derivation on persistent rule-following. Learning & Behavior |
| Harte C, Barnes-Holmes D, Barnes-Holmes Y, et al. (2020) The Study of Rule-Governed Behavior and Derived Stimulus Relations: Bridging the Gap. Perspectives On Behavior Science. 43: 361-385 |
| Harte C, Barnes-Holmes D, Barnes-Holmes Y, et al. (2020) Exploring the potential impact of relational coherence on persistent rule-following: The first study. Learning & Behavior. 48: 373-391 |
| Barnes-Holmes Y, Barnes-Holmes D, McEnteggart C, et al. (2020) Introduction to the Special Issue on Clinical Psychology and Behavioral Science: Processes, Principles, and Analytic Strategies The Psychological Record. 70: 541-542 |
| Pidgeon A, McEnteggart C, Harte C, et al. (2020) Four Self-Related IRAPs: Analyzing and Interpreting Effects in Light of the DAARRE Model Psychological Record. 1-13 |
| Barnes-Holmes D, Barnes-Holmes Y, McEnteggart C. (2020) Updating RFT (More Field than Frame) and its Implications for Process-based Therapy Psychological Record. 1-20 |
| Murphy C, Lyons K, Kelly M, et al. (2019) Using the Teacher IRAP (T-IRAP) interactive computerized programme to teach complex flexible relational responding with children with diagnosed autism spectrum disorder. Behavior Analysis in Practice. 12: 52-65 |
| Barnes-Holmes D, Barnes-Holmes Y, Stewart I, et al. (2019) Introduction to the special issue on conceptual developments in relational frame theory : background, content, and the challenge going forward Journal of Contextual Behavioral Science. 12: 355-357 |