How Teaching Perspective Taking to Individuals with Autism Spectrum Disorders Affects Social Skills: Findings from Research and Suggestions for Practitioners

Behavior Analysis in Practice - Tập 11 - Trang 467-478 - 2018
Lindsay C. Peters1,2, Rachel H. Thompson1
1Psychology Department, Western New England University, Springfield, USA
2Elmtree ABA Services, LLC, Framingham, USA

Tóm tắt

Behavior–analytic practitioners working with individuals with autism spectrum disorders (ASDs) may be approached to incorporate perspective taking into a client’s programming. Teaching perspective taking to individuals with ASDs has received attention in both the developmental psychology and, more recently, the behavior–analytic literature. The results of our review of the current evidence suggest that although perspective-taking repertoires believed to be related to social skills can be taught (false belief task performance, deictic frames), only directly teaching the social skills of interest (or applied perspective-taking skills) results in improvements in socially important behavior. The aim of this article is to provide practitioners with the current state of research on how teaching perspective taking affects social skills and to provide suggestions on how these findings might be incorporated into their practice.

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Behavior Analysis in Practice

Tập 11

467-478

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