Perspective-taking — the ability to understand that others have different viewpoints, knowledge states, and experiences than oneself — is among the most clinically significant social cognitive skills targeted in behavior analytic and developmental programming. Deficits in perspective-taking are closely associated with the social communication challenges characteristic of autism spectrum disorder and have downstream effects on friendship formation, conflict resolution, academic social competence, and emotional regulation.
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Join Free →Read the following article and pass an 8-question quiz on it: Weil, T. M., Hayes, S. C., & Capurro, P. (2011). Establishing a deictic relational repertoire in young children.The Psychological Record, 61, 371-390. To earn credit, you will be required to read the article and pass an 8-question quiz about it. You can retake the quiz as many times as needed, but you will not receive exactly the same questions each time. Perspective-taking skills have been shown to be pivotal in a variety of social and interpersonal interactions. A better understanding of the process involved in building such a repertoire could be beneficial in a wide variety of language and social skills training programs. A relational frame theory approach to perspective taking involves a focus on deictic relations, such as I-You, Here-There, and Now-Then. The present study examined the effect of operant contingencies on deictic relational responding in 3 normally developing young (57 to 68 months old) children. In a multiple baseline across persons and tasks format, I-You, Here-There, and Now-Then deictic relational frames were successfully shaped as operant behavior. As the children acquired deictic relational frames at the Reversed and Double-Reversed levels, the children's performance on traditional perspective-taking measures generally increased. Only logged in customers who have purchased this product may leave a review.
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 1.5 | General |
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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.