Teaching perspective-taking skills to children with autism spectrum disorders
| dc.contributor.author | Walters, Kerri L. | |
| dc.contributor.examiningcommittee | Martin, G. L. (Psychology) Cornick, A. (Psychology) Hrycaiko, D. (Kinesiology and Recreation Management, LeBlanc, L. A. (Auburn University) | en_US |
| dc.contributor.supervisor | Yu, C. T. (Psychology) | en_US |
| dc.date.accessioned | 2012-08-23T14:25:31Z | |
| dc.date.available | 2012-08-23T14:25:31Z | |
| dc.date.issued | 2012-08-23 | |
| dc.degree.discipline | Psychology | en_US |
| dc.degree.level | Doctor of Philosophy (Ph.D.) | en_US |
| dc.description.abstract | Perspective-taking is the ability to see the world from another person’s viewpoint and is often measured using “false belief” (FB) tasks. Although most typically developing children pass FB tasks between 4 and 5 years of age, approximately 80% of children with an autism spectrum disorder (ASD) do not. Failure on FB tasks remains a persistent deficit among individuals with ASDs. However, relatively little evidence is available on teaching perspective-taking to children with ASDs. The purpose of this study was to evaluate whether teaching perspective-taking skill components would produce generalization to untrained task materials and to three perspective-taking tasks with children with autism. Perspective-taking was broken down into 6 behavioural components and each component was taught in a multiple-baseline design within each child. Procedures in the training program included prompt-fading, positive reinforcement, error correction, multiple exemplar training, forward chaining, and narrative response training. Participants consisted of 4 children with a diagnosis of an ASD. The results showed that the training program produced generalization to variations of the training materials for 14 of the 17 components. Generalization to the three perspective-taking tasks, however, was modest. This study contributes to the body of behavioural research on teaching perspective-taking skills to children with ASDs, and provides procedures for teaching component skills of perspective-taking. | en_US |
| dc.description.note | October 2012 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/8457 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | teaching | en_US |
| dc.subject | perspective-taking | en_US |
| dc.subject | false | en_US |
| dc.subject | belief | en_US |
| dc.subject | autism | en_US |
| dc.title | Teaching perspective-taking skills to children with autism spectrum disorders | en_US |
| dc.type | doctoral thesis | en_US |