Teaching “Then-Later” and “Here-There” Relations to Children with Autism: an Evaluation of Single Reversals and Transformation of Stimulus Function
The present study demonstrates the utility of relational training for teaching Then-Later and Here-There deictic relations for two children with autism. Mutually entailed single-reversal relations, transfers of stimulus function, and transformations of stimulus function were also evaluated for each participant. The methods were adapted from the PEAK-T curriculum. Results for both participants support the utility of relational training for teaching children with autism basic perspective-taking skills. Both participants were able to generalize the perspective-taking skills to novel sets of stimuli, and demonstrate mutually entailed responding during single-reversal tasks. Both participants were also able to demonstrate transformations of stimulus function for both Then-Later and Here-There deictic relations.
KeywordsAutism Transformation of stimulus function Perspective taking Relational frame theory
Compliance with Ethical Standards
All procedures performed in this study which involved human participants were in accordance with the ethical standards of the institution and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained for participation in this research.
The last author receives small royalties from sales of the PEAK curriculum.
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