Teaching a Deictic Relational Repertoire to Children with Autism
Tóm tắt
Perspective-taking skills are crucial for successful social interactions and individuals with autism often have great difficulty in this area. Recent research in the area of Relational Frame Theory has developed an analysis of deictic relations, thought to underlie perspective-taking. A few studies have shown that performance on a deictic relations protocol correlates with other measures of perspective taking, and that deictic relations can be learned through operant conditioning procedures. The current study examined the effects of increased deictic relational responding, on Theory of Mind scores, with children with autism. Five children with autism participated in this study, two of whom were designated as control participants. The results suggest that the current form of deictic relational training can be taught to children with autism, but this may not be sufficient to change more generalized perspective-taking skills, as measured by a Theory of Mind assessment.
Tài liệu tham khảo
Baer, D. M. (1970). An age-irrelevant concept of development. Merrill-Palmer Quarterly of Behavior and Development, 16, 238–245.
Barnes-Holmes, Y., Barnes-Holmes, D., & Cullinan, V. (2001). Education. In S. C. Hayes, D. Barnes-Holmes, & B. T. Roche (Eds.), Relational frame theory: Apost-Skinnerian account of human language and cognition (pp. 181–195). New York: Plenum.
Baron-Cohen, S. (1992). Out of sight or out of mind: another look at deception in autism. Journal of Child Psychology and Psychiatry, 33, 1141–1155.
Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge: Bradford Books, MIT Press.
Baron-Cohen, S. (2004). Theory of mind and autism: A fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed.). Oxford: Oxford University Press.
Baron-Cohen, S., Leslie, A. M., & Firth, U. (1985). Does the autistic child have a ‘theory of mind?’. Cognition, 21, 27–43.
Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. (2004). Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed.). Oxford: Oxford University Press.
DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29(4), 519-533. doi:10.1901/jaba.1996.29-519.
Flavell, J. H. (2004). Theory of mind development: retrospect and prospect. Merrill-Palmer Quarterly, 50, 274–290.
Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching children with autism to mind read: A practical guide. Chichester: Wiley.
LeBlanc, L. A., Coates, A. M., Daneshvar, S., Charlop-Christy, M. H., Morris, C., & Lancaster, B. M. (2003). Using video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis, 36, 253–257.
Leekham, S., & Perner, J. (1991). Does the autistic child have a metarepresentational deficit? Cognition, 40, 203–218.
McHugh, L., Barnes-Holmes, Y., & Barnes-Holmes, D. (2004). Perspective-taking as relational responding: a developmental profile. The Psychological Record, 54, 110–135.
McHugh, L., Barnes-Holmes, Y., Barnes-Holmes, D., & Stewart, I. (2006). Understanding false belief as generalized operant behavior. The Psychological Record, 56, 341–364.
Perner, J., Leekam, S., & Wimmer, H. (1987). Three year olds’ difficulty with false belief. The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125–137.
Perner, J., Frith, U., Leslie, A. M., & Leekam, S. (1989). Exploration of the autistic child’s theory of mind: knowledge, belief, and communication. Child Development, 60, 689–700.
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Brain and Behavior Sciences, 1, 515–526.
Reed, T., & Peterson, C. (1990). A comparative study of autistic subjects’ performance at two levels of visual and cognitive perspective taking. Journal of Autism and Developmental Disorders, 20, 555–568.
Rehfeldt, R. A., Dillen, J. E., Ziomek, M. M., & Kowalchuk, R. K. (2007). Assessing relational learning deficits in perspective-taking in children with high-functioning autism spectrum disorder. The Psychological Record, 57, 23–47.
Schlinger, H. D. (2009). Theory of mind: an overview and behavioral perspective. The Psychological Record, 59, 435–448.
Schreibman, L. (2000). Intensive behavioral/psychoeducational treatments for autism: research needs and future directions. Journal of Autism and Developmental Disorders, 30, 373–378.
Swettenham, J. (1996). Can children with autism be taught to understand false belief using computers? Journal of Child Psychology and Psychiatry, 37, 157–165.
Swettenham, J., Baron-Cohen, S., Gomez, J. C., & Walsh, S. (1996). What’s inside a person’s head? Conceiving of the mind as a camera helps children with autism develop an alternative theory of mind. Cognitive Neuropsychiatry, 1, 73–88.
Warreyn, P., Roeyers, H., Oelbrandt, T., & De Groote, I. (2005). What are you looking at? Joint attention and visual perspective-taking in young children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 17(1), 55–73.
Weil, T. M., Hayes, S. C., & Capurro, P. (2011). Establishing a deictic relational repertoire in young children. The Psychological Record, 61, 371–390.