How Teaching Perspective Taking to Individuals with Autism Spectrum Disorders Affects Social Skills: Findings from Research and Suggestions for Practitioners
College
College of Arts and Sciences
Department
Psychology
Date
1-2018
Abstract
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.
Recommended Citation
Peters, Lindsay C. and Thompson, Rachel H., "How Teaching Perspective Taking to Individuals with Autism Spectrum Disorders Affects Social Skills: Findings from Research and Suggestions for Practitioners" (2018). Student Work - College of Arts and Sciences. 96.
https://digitalcommons.wne.edu/casstudent/96
Original Citation
Peters, L. C., & Thompson, R. H. (2018). How Teaching Perspective Taking to Individuals with Autism Spectrum Disorders Affects Social Skills: Findings from Research and Suggestions for Practitioners. Behavior Analysis in Practice, 1-12. https://doi.org/10.1007/s40617-018-0207-2
