Using Multiple Exemplar Training to Teach Empathy Skills to Children with Autism

Sivaraman, Maithri

doi:10.1007/s40617-017-0183-y

Cited by 13 publications

(12 citation statements)

References 23 publications

(32 reference statements)

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“…Additionally, both participants demonstrated generalization of responses to novel, untrained stimuli that share the same stimulus property. This finding supports and extends previous literature on using multiple exemplar training (MET) to promote responding to novel, untrained stimuli (e.g., Sivaraman, ). It is possible that having several training exemplars of the targeted tactile property throughout DTT facilitated the emergence of responding to untrained stimuli.…”

Section: Discussionsupporting

confidence: 89%

Abstraction of tactile properties by individuals with autism and Down syndrome using a picture‐based communication system

Belisle¹,

Stanley²,

Alholail³

et al. 2018

J of App Behav Analysis

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The present study evaluated the efficacy of a set of procedures for bringing tact extensions of abstract tactile properties under stimulus control. Two participants with disabilities who communicated via a picture-based communication system received reinforcement for tacts of tactile properties of four wet/dry and four hard/soft stimuli. Test trials were conducted to evaluate the extent to which the participants' correct responding generalized to novel stimuli with the same tactile properties. The results suggest that the procedures were effective in bringing tact extensions of abstract tactile properties under stimulus control. Both participants' correct responding generalized to a set of novel stimuli. Mastery level responding to training and test targets maintained for 2 weeks following training. The results provide further evidence supporting the use of DTT to teach stimulus abstraction to nonvocal verbal individuals who use augmentative forms of communication.

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Section: Discussionsupporting

confidence: 89%

Abstraction of tactile properties by individuals with autism and Down syndrome using a picture‐based communication system

Belisle¹,

Stanley²,

Alholail³

et al. 2018

J of App Behav Analysis

View full text Add to dashboard Cite

show abstract

“…The definition of empathy varies greatly among researchers (Cuff et al, 2014; Sivaraman, 2017). For example, Davis (1980) defined empathy as a reaction to the observed experiences of another person, Trimmer et al (2017) defined empathy as the ability to share and understand the emotions and feelings of others, and Pelligra (2011) defined empathy as the capacity to anticipate and share other people's emotional states.…”

Section: Introductionmentioning

confidence: 99%

Empathy Impairment in Individuals With Autism Spectrum Conditions From a Multidimensional Perspective: A Meta-Analysis

et al. 2019

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Background: Although empathy has always been considered to be impaired in individuals with autism spectrum conditions (ASCs), the relevant findings have been inconsistent. The present meta-analysis aims to determine which empathy components are impaired and how culture, gender, and age moderate such empathy impairment.Methods: By using “Autism,” “Asperger Syndrome,” “Empathy,” and related Chinese synonyms as keywords, we searched the databases of Weipu, Wanfang, CNKI, Web of Science, Science Direct, SpringerLink, and Elsevier through “subject” and “keyword” searches. We also conducted a manual search according to the references. In total, 51 studies from Eastern and Western countries were included in this meta-analysis, which comprised 144 independent effects, 2,095 individuals with ASCs and 2,869 controls without ASCs. For the retrieved data, Hedge's g was taken as the quantitative measure of effect, and CMA V2.0 software was used for publication bias tests (by using Rosenthal's Classic Failsafe-N and Egger's methods), heterogeneity tests (by using a Q-test, I2-test, and H-test) and a moderating effect test (by using a univariate regression model).Results: The results showed that the empathy impairment evident in individuals with ASCs is component specific; that is, trait-cognitive empathy, trait-empathic concern, state-cognitive empathy, and state-empathic concern are impaired, whereas state-empathic accuracy remains intact, and trait-empathic accuracy is superior to the trait-empathic accuracy in neurotypical individuals. The univariate regression model showed that gender moderates the impairment of the trait-empathic concern, trait-empathic accuracy, and state-cognitive empathy in autistic individuals and that age moderates the impairment of the trait-cognitive empathy, trait-empathic accuracy, state-empathic concern, and state-empathic accuracy in autistic individuals. However, culture does not moderate any empathy components (trait-cognitive empathy, trait-empathic concern, or state-cognitive empathy) involved in the present meta-analysis.Conclusions: These findings contribute to ending the controversy over the empathic integrity of individuals with ASCs and shed some light on future research about the empathy impairment of autistic individuals. More specifically, subsequent studies should distinguish specific empathy components and consider the role of gender and age when demonstrating empathy impairment in individuals with ASCs. Moreover, related studies based on Asian collectivist cultural samples and female samples should be further enriched.

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“…This strategy has been shown to lead to the development of classes whose members share the same function (e.g., Dougher, Augustson, Markham, Greenway, & Wulfert, ; Griffith, Ramos, Hill, & Miguel, ; Lillie & Tiger, ; Saunders, Drake, & Spradlin, ; Sidman & Tailby, ). In RFT, the establishment of relational frames and the genesis of derived behavior is typically examined via an arranged history of multiple exemplar training (MET; e.g., Baltruschat et al, ; Baltruschat et al, ; Berens & Hayes, ; Gould, Tarbox, O'Hora, Noone, & Bergstrom, ; Luciano, Becerra, & Valverde, ; Najdowski, Bergstrom, Tarbox, & St. Clair, ; Najdowski, St. Clair, Fullen, Child, Persicke, & Tarbox, ; Persicke, Tarbox, Ranick, & St. Clair, ; Sivaraman, ; Tarbox, Zuckerman, Bishop, Olive, & O'Hora, ). Thus, multiple exemplar training is utilized within both the stimulus equivalence and RFT approaches.…”

mentioning

confidence: 99%

The importance of multiple exemplar instruction in the establishment of novel verbal behavior

LaFrance

Tarbox

2019

J of App Behav Analysis

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According to traditional linguistic accounts language, and its generative nature, cannot be taught. From a behavior analytic perspective, language is like any other behavior; it is learned and amenable to change. Based upon Skinner's radical behavioral analysis of verbal behavior, specific procedures have been designed to promote novel verbal relations. However, despite the strength and utility of this approach, using behavioral principles to understand the generativity of language has been challenging. Dependent upon the specific theory (e.g., stimulus equivalence, relational frame theory, bidirectional naming) within the radical behavioral orientation, researchers arrange unique procedures to evaluate the variables responsible for this phenomenon. This paper presents the commonalities and differences of two procedures (i.e., multiple exemplar training, multiple exemplar instruction) with examples of research highlighting the use of both in producing generativity. Further, it describes how multiple exemplar instruction is independent from other procedures leading to this outcome, and concludes by providing recommendations for both research and practice.

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Using Multiple Exemplar Training to Teach Empathy Skills to Children with Autism

Cited by 13 publications

References 23 publications

Abstraction of tactile properties by individuals with autism and Down syndrome using a picture‐based communication system

Abstraction of tactile properties by individuals with autism and Down syndrome using a picture‐based communication system

Empathy Impairment in Individuals With Autism Spectrum Conditions From a Multidimensional Perspective: A Meta-Analysis

The importance of multiple exemplar instruction in the establishment of novel verbal behavior

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