The capacity to understand relations like 'then-later' and 'here-there' may appear deceptively simple, but for children with autism who have not acquired these deictic and temporal frames, they represent a significant barrier to participation in everyday social and instructional contexts. Conversations depend on shared reference points in time and space.
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Join Free →Read the following article and pass a 9-question quiz on it: Barron, B. F., Verkuylen, L., Belisle, J., Paliliunas, D., & Dixon, M. R. (2019). Teaching "then-later" and "here-there" relations to children with autism: An evaluation of single reversals and transformation of stimulus function.Behavior Analysis in Practice, 12, 167-175. To earn credit, you will be required to read the article and pass a 9-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. The present study demonstrates the utility of relational training for teaching Then-Later and Here There deictic relations for two children with autism. Mutually entailed single-reversal relations, transfers of stimulus function, and transformations of stimulus function were also evaluated for each participant. The methods were adapted from the PEAK-T curriculum. Results for both participants support the utility of relational training for teaching children with autism basic perspective taking skills. Both participants were able to generalize the perspective-taking skills to novel sets of stimuli, and demonstrate mutually entailed responding during single-reversal tasks. Both participants were also able to demonstrate transformations of stimulus function for both Then-Later and Here-There deictic relations. Only logged in customers who have purchased this product may leave a review.
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 1 | Ethics |
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