An evaluation of multiple exemplar instruction to teach perspective-taking skills to adolescents with Asperger Syndrome.

Abstract

The goal of this study was to investigate the effects of multiple exemplar instruction for teaching perspective-taking skills Ruth Anne Rehfeldt to young adults with autism. Using a multiple probe design, participants were trained and tested using protocols evaluating the deictic frames of I-You, Here-There, and Now-Then. Generalization of perspective-taking skills was evaluated using two standardized assessments designed to evaluate theory of mind, which were administered at pre and posttest. Generalization of perspective-taking skills to a more natural language situation was also assessed. Results showed the emergence of perspective-taking for all participants following multiple exemplar instruction, and varying degrees of generalization of perspective-taking skills to a natural presentation of social interaction were observed based on the complexity of the perspective-taking relation.

Teaching foundational perspective-taking skills to children with autism using the PEAK-T curriculum: single-reversal “I-You” deictic frames

“…One limitation in this growing area of research is that participants who demonstrated a transfer of function were either typically developing (Rehfeldt et al, 2007;Weil et al, 2011) or had mild forms of autism (Lovett & Rehfeldt, 2014); demonstration of such transfers in children with more…”

“…Three studies have since evaluated the use of deictic relational training in application with individuals with autism (Gilroy, Lorah, Dodge, & Fiorello, 2015;Jackson, Mendoza, & Adams, 2014;Lovett & Rehfeldt, 2014). One limitation in this growing area of research is that participants who demonstrated a transfer of function were either typically developing (Rehfeldt et al, 2007;Weil et al, 2011) or had mild forms of autism (Lovett & Rehfeldt, 2014); demonstration of such transfers in children with more severe forms of autism would suggest that deictic relating as a generalized operant (see Hayes et al, 2001) had occurred. Therefore, the purpose of the study was to evaluate the efficacy of a relational training procedure in teaching singlereversal deictic relational responding to individuals with autism.…”

Contextual influence over deriving others' true beliefs using a relational triangulation perspective‐taking protocol (RT‐PTP‐M1)

“…Due to its importance, the topic of perspective-taking has amassed a large body of research that spans several decades and theoretical approaches (e.g., Baron-Cohen, 2001;Brüne, 2005;Dennett, 1987;Dvash & Shamay-Tsoory, 2014;Smith, 2006;Wellman, Cross, & Watson, 2001). Although much of this research has been conducted by developmental and cognitive psychologists through the lens of predictive science, a growing body of functional contextual research based in Relational Frame Theory (RFT; Hayes et al, 2001) is aimed at understanding how environmental variables can be manipulated to achieve influence over derived perspective-taking behavior (e.g., Belisle, Dixon, Stanley, Munoz, & Daar, 2016;Gilroy, Lorah, Dodge, & Fiorello, 2015;Heagle & Rehfeldt, 2006;Jackson, Mendoza, & Adams, 2014;Lovett & Rehfeldt, 2014;Rehfeldt, Dillen, Ziomek, & Kowalchuk, 2007;Rendón, Soler, & Cortés, 2012;Weil, Hayes, & Capurro, 2011). Before elaborating on how RFT has guided my approach to influencing derived perspective-taking in the present investigation, it will be useful to first provide some context with respect to how perspective-taking is approached in the cognitive and developmental literature, and then review RFT's more general characterization of cognition.…”

Teoria ram relacyjnych (Relational Frame Theory, RFT) – współczesne, behawioralne podejście do języka i umiejętności poznawczych. Zastosowanie w terapii dzieci z zaburzeniami ze spektrum autyzmu

“…Podobnie jak wyniki testów teorii umysłu, badacze w nurcie RFT sugerują rozwojowy trend w zakresie zdolności przyjmowania perspektywy (Barnes-Holmes i in., 2004). Umiejętności tych można skutecznie uczyć zarówno dzieci typowo rozwijające się (Heagle, Rehfeldt, 2006;Weil i in., 2011), jak i te o zaburzonym rozwoju (Rehfeldt i in., 2007;Lovett, Rehfeldt, 2014). I badacze, i praktycy pracujący w nurcie RFT sugerują, że nabywanie umiejętności wywodzenia relacji deiktycznych rozwija się w miarę doskonalenia wcześniejszych (mniej abstrakcyjnych) zdolności reagowania relacyjnego, takich jak koordynacja czy porównanie (McHugh i in., 2009;Barnes-Holemes, Kavanagh, Murphy, 2016).…”