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A Relational Frame Theory Approach to Understanding Perspective-Taking using Children's Stories in Typically Developing Children

Perspective-taking is a new topic in the field of behavior analysis and has become of extreme interest. Previous research has looked at perspective-taking using a protocol that has been previously developed. Research in this field has looked at whether the lack of perspective-taking (mindblindness) is the cause for social deficits in children diagnosed with Autism. The present paper modified the previously used perspective-taking protocol and included story book examples to determine if typically developing children could change perspective from themselves to fictional characters in various children's books using a Relational Frame Theory approach. Previous research suggests that derived relational responding is responsible for perspective-taking deficits. The results of the current study suggest that after extensive training; typically developing children were able to complete the perspective-taking protocol.

Identiferoai:union.ndltd.org:siu.edu/oai:opensiuc.lib.siu.edu:theses-1285
Date01 December 2010
CreatorsDavlin, Nicole Lynn
PublisherOpenSIUC
Source SetsSouthern Illinois University Carbondale
Detected LanguageEnglish
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Formatapplication/pdf
SourceTheses

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