Perspective taking, empathy, and lying. Yeah, ABA has strategies to teach that is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of case conceptualization, intervention design, staff training, and literature-informed problem solving.
Provider: BehaviorLive — via Kadiant
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Join Free →Abstract: Being socially savvy not only involves simple responses such as making eye contact when speaking to another person, imitating others, and responding to greetings, but also more complex behaviors such as taking the perspective of others, empathizing with others, understanding when someone is lying or being deceitful, and also knowing when to lie. Individuals with autism spectrum disorder often demonstrate deficits in both simple and complex social behavior; thus, requiring intervention. There is a growing body of behavior analytic research that can guide teaching of the simple social skills; however, when it comes to more complex social behavior, research is limited. Additional research that identifies efficacious procedures for teaching complex social behavior is necessary, but so is social survival. This means that we cannot shy away from teaching complex social behavior due to a lack of research. As behavior analysts, we have the tools to operationalize and analyze the function of complex behavior, break it down into necessary component skills, and use what we know about evidence-based interventions to create guidelines for clinical practice. In this presentation, I will share conceptual functional analyses of perspective taking, empathy, and lying/deceit. I will then identify component skills identified in the conceptual functional analyses, suggest some evidence-based interventions, and will share some recent research and clinical recommendations for teaching each of these complex social behaviors to individuals with autism spectrum disorder. Learning Objectives 1. State differences between simple and complex social behavior. 2. List the steps involved in a conceptual functional analysis. 3. Identify putative controlling variables for perspective taking, empathy, and lying/deceit. 4. Identify the component skills involved in perspective taking, empathy, and lying/deceit. 5. Describe interventions effective for teaching complex social behavior.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Kisamore has been working in the field of behavior analysis for over 15 years. She worked and trained at the Marcus Institute, received her M.A. in Behavior Analysis from Western Michigan University, and completed her Ph.D. in Behavior Analysis at Western New England University. She is currently an Associate Professor and the Director of Programs in Applied Behavior Analysis at Hunter College. Dr. Kisamore is also a co-owner and Director at North Jersey Behavioral Health Services, a center designed to provide services to individuals with disabilities and their families. Dr. Kisamore has published in areas such as verbal behavior, problem solving, social skills, functional analysis, and parent training in books and several peer-reviewed journals and presented her work at local, national, and international conferences. She is currently Past-Chair of the Verbal Behavior Special Interest Group, on the editorial board for the Journal of Applied Behavior Analysis and Journal of Behavioral Education, has served as a guest associate editor for Journal of Applied Behavior Analysis and The Analysis of Verbal Behavior, and has served as a reviewer for several journals including The Analysis of Verbal Behavior, Behavioral Interventions, The Psychological Record, Education and Treatment of Children, and Learning and Behavior.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.