Assessing Relational Learning Deficits in Perspective-Taking in Children With High-Functioning Autism Spectrum Disorder View Full Text


Ontology type: schema:ScholarlyArticle      Open Access: True


Article Info

DATE

2007-01

AUTHORS

Ruth Anne Rehfeldt, Jeffrey E. Dillen, Megan M. Ziomek, Rhonda K. Kowalchuk

ABSTRACT

Perspective-taking, or the ability to demonstrate awareness of informational states in oneself and in others, has been of recent interest in behavioral psychology. This is, in part, a result of a modern behavioral approach to human language and cognition known as Relational Frame Theory, which views perspectivetaking as generalized operant behavior based upon a history of reinforcement for relational responding. Previous lines of research have developed a behavioral protocol for assessing relational learning deficits in perspective-taking and have implicated the lack of perspective-taking as a basis for the social deficits observed in children with autism. However, no empirical investigations have been conducted on relational learning deficits in perspective-taking with autistic populations. The present paper reports 2 experiments that investigated whether children with autism spectrum disorder demonstrated relational learning deficits in a perspective-taking task as compared to their age-matched typicalill developing peers. We also investigated whether accuracy in perspective-taking correlated with scores on standardized instruments commonly used in the assessment of autism spectrum disorder, and whether relational responding in perspective-taking improves following a history of reinforcement for such responding. Results of Experiment 1 demonstrated statistically significant differences in errors as a function of type of relation, while visual inspection revealed that partiCipants with autism spectrum disorder made more errors than typically developing children on 2 of the 3 types of relations examined. Results of Experiment 2 illustrated that a history of reinforced relational responding improved performance on the perspective-taking task. More... »

PAGES

23-47

References to SciGraph publications

  • 2002. Self and Self-directed Rules in RELATIONAL FRAME THEORY
  • 2004-01. Perspective-Taking as Relational Responding: A Developmental Profile in THE PSYCHOLOGICAL RECORD
  • 1987-12. Perspective-taking ability and its relationship to the social behavior of autistic children in JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
  • 2002. Derived Relational Responding as Learned Behavior in RELATIONAL FRAME THEORY
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/bf03395563

    DOI

    http://dx.doi.org/10.1007/bf03395563

    DIMENSIONS

    https://app.dimensions.ai/details/publication/pub.1090372251


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