Assessing relational learning deficits in perspective-taking in children with high-functioning autism spectrum disorder.: An article from: The Psychological Record
Book Details
PublisherThomson Gale
ISBN / ASINB000NIIFN8
ISBN-13978B000NIIFN2
AvailabilityAvailable for download now
MarketplaceUnited States 🇺🇸
Description
This digital document is an article from The Psychological Record, published by Thomson Gale on January 1, 2007. The length of the article is 9418 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: 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 perspective-taking 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 typically 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.
Citation Details
Title: Assessing relational learning deficits in perspective-taking in children with high-functioning autism spectrum disorder.
Author: Ruth Anne Rehfeldt
Publication:The Psychological Record (Magazine/Journal)
Date: January 1, 2007
Publisher: Thomson Gale
Volume: 57 Issue: 1 Page: 23(25)
Distributed by Thomson Gale
From the author: 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 perspective-taking 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 typically 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.
Citation Details
Title: Assessing relational learning deficits in perspective-taking in children with high-functioning autism spectrum disorder.
Author: Ruth Anne Rehfeldt
Publication:The Psychological Record (Magazine/Journal)
Date: January 1, 2007
Publisher: Thomson Gale
Volume: 57 Issue: 1 Page: 23(25)
Distributed by Thomson Gale
