Exploratory Analysis of Prerequisites to Teaching Early Perspective Taking Skills in Children with Autism Spectrum Disorder

Project Abstract

Research has demonstrated that children diagnosed with autism spectrum disorder (ASD) exhibit deficits in the perspective-taking skills associated with the cognitive Theory of Mind framework. This is the ability to infer another person’s thoughts, feelings, beliefs, etc. and predict their next behaviors using that information. Behavioral research on this topic has worked to teach this skill repertoire to children with ASD, starting with more simple prerequisite skills. The purpose of this research is to determine the effectiveness of a behavioral intervention package including multiple-exemplar training, positive reinforcement, and error correction for improving early perspective-taking skills in children with ASD. The perspective-taking skill that will be initially measured (and taught if not already mastered) is a child’s ability to correctly identify what another person is seeing/tasting/feeling/hearing/smelling based on what that other person is doing in a scene on a picture card. Previous research has taught this sense-identification skill using both table-top procedures, where the child is taught to identify what a person on a printed card is seeing out of four total options, and natural-environment procedures, where the child is taught to identify what an actor is seeing out of everything in the room. One study also measured the child’s ability to identify what an actor is tasting, hearing, smelling, and feeling. Previous research has used the behavioral intervention package described above and yielded positive results for improving this sense-identification skill (Gould et al., 2010; Hahs, 2015; Welsh et al., 2019). The current study aims to replicate these results and potentially extend them by teaching children to predict another person’s behavior based on what they are sensing. This extension component will only be incorporated if time permits. The other potential outcome of this research is exploratory evidence of the prerequisite skills that are needed for developing a mature perspective-taking skill repertoire. Single case design utilizing visual analysis consistent with behavioral research methods will be used to analyze whether the intervention is effective in establishing early perspective taking skills in the participating children.

Funding Type

Research Grant

Academic College

College of Education & Human Services

Area/Major/Minor

Psychology

Degree

B.S. Psychology

Classification

Senior

Name

Dr. Becky Nastally, PhD

Academic College

College of Education & Human Services

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