Teaching children with autism to detect and respond to deceptive statements

Ranick, Jennifer; Persicke, Angela; Tarbox, Jonathan; Kornack, Jake A.

doi:10.1016/j.rasd.2012.12.001

Cited by 41 publications

(18 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Future researchers should explore behavior‐analytic ways to teach these types of skills, because, as the current and previous research has demonstrated, behavioral intervention appears promising for teaching basic component skills as well as more advanced perspective‐taking skills, such as identifying false beliefs in others (e.g., Charlop‐Christy & Daneshvar, ; LeBlanc et al, ) and skills related to deception (Bergstrom et al, ; Ranick et al, ; Reinecke et al, ).…”

Section: Discussionmentioning

confidence: 98%

“…Skills related to false beliefs may also be necessary for effectively responding in social situations involving deception. Behavioral intervention has been effective for teaching skills related to deception such as engaging in deceptive behavior during games (Reinecke, Newman, Kurtz, Ryan, & Hemmes, ), detecting and responding appropriately to deceptive statements (Ranick, Persicke, Tarbox, & Kornack, ), and telling socially appropriate lies (Bergstrom, Najdowski, Alvarado, & Tarbox, ). In addition to these skills, there are many other adaptive uses of deception as in keeping secrets and surprises, playing pranks, and telling jokes.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching a perspective‐taking component skill to children with autism in the natural environment

Welsh¹,

Najdowski

Strauss³

et al. 2018

J of App Behav Analysis

View full text Add to dashboard Cite

We evaluated procedures for teaching three children diagnosed with autism spectrum disorder the perspective-taking component skill of tacting what others are sensing across all five senses: see, taste, feel, hear, and smell. Using a multiple baseline across participants design, we evaluated a training package consisting of multiple exemplar training, reinforcement, and error correction. The treatment package was implemented in the natural environment and was effective for teaching participants to tact what others sensed. Generalization across untrained stimuli and people was observed from baseline to posttraining for all participants. We discuss how this component skill may be related to teaching further skills related to perspective taking such as tacting what others know, predicting future behavior based upon one's beliefs, and creating false beliefs in others for the purpose of adaptive deceptive behaviors such as keeping secrets, surprises, and bluffing during games.

show abstract

Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Teaching a perspective‐taking component skill to children with autism in the natural environment

Welsh¹,

Najdowski

Strauss³

et al. 2018

J of App Behav Analysis

View full text Add to dashboard Cite

show abstract

“…Our search produced three studies that directly taught applied perspective taking (Bergstrom, Najdowski, Alvarado, & Tarbox, 2016;Ranick, Persicke, Tarbox, & Kornack, 2013;Reinecke, Newman, Kurtz, Ryan, & Hemmes, 1997), but this search also revealed several areas of related research that could inform behavior-analytic practice.…”

Section: Applied Perspective Takingmentioning

confidence: 99%

“…Reinforcement, however, was contingent upon only the lie. Ranick et al (2013) taught participants to identify and respond to deceptive statements made by others with the intention of excluding them from activities or gaining access to their items. A correct response was determined when "the participant identified that the therapist or peer was being deceptive by asserting that he/she could not exclude the participant or take his personal items" (Ranick et al, 2013, p. 505).…”

Section: Applied Perspective Takingmentioning

confidence: 99%

How Teaching Perspective Taking to Individuals with Autism Spectrum Disorders Affects Social Skills: Findings from Research and Suggestions for Practitioners

Peters

Thompson

2018

Behav Analysis Practice

View full text Add to dashboard Cite

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. Keywords Perspective taking. Theory of mind. Relational frame theory. Deictic frames. Social skills Perspective taking, also referred to as theory of mind, 1 is thought by some to underlie social skills (e.g., Frith, 1989; Happé, 1994), and there is evidence for positive correlations between measures of theory of mind and general social functioning (e.g., Frith, Happé, & Siddons, 1994). This suggested link has led researchers to evaluate strategies for teaching perspective taking with individuals with autism spectrum disorders (ASDs) as a way to improve social skills. This trend is even more evident in the numerous commercially available curricula with this same goal (e.g.

show abstract

“…Academic interventions for students with ASD usually involve one-on-one discrete trial instruction or group instruction with students participating sequentially, which does not support acquisition of the skills and behaviors needed to increase access to inclusive environments (e.g., active responding during whole group instruction; e.g., Kamps and Walker 1990;Ledford et al 2012). Research targeting academic skills for students with ASD has identified promising instructional components, including high rates of accurate responding (e.g., Lamella and Tincani 2012), immediate feedback (e.g., Ranick et al 2013), carefully sequenced instructional targets (e.g., Knight et al 2013), predictable instructional formats (e.g., Hume et al 2012), and interspersed skill instruction (e.g., Volkert et al 2008). However, translating these components into effective, academic instructional programs can be difficult for schools and teachers, who are more likely to adopt complete programs as opposed to isolated practices (Kasari and Smith 2013).…”

mentioning

confidence: 99%

A Review of Explicit and Systematic Scripted Instructional Programs for Students with Autism Spectrum Disorder

Plavnick

Marchand-Martella

Martella

et al. 2014

Rev J Autism Dev Disord

View full text Add to dashboard Cite

Despite deficits in academic outcomes for individuals with autism spectrum disorder (ASD), a relatively small proportion of intervention research has investigated interventions to address academic development for this population. This article includes a review of the research literature on the effectiveness of teaching academic skills to students with ASD using explicit and systematic scripted (ESS) programs. Nine studies were located and evaluated using descriptive analysis and quality indicators for single-case experimental design research. Results showed that only one study met all quality indicators for single-case research and that ESS programs are not evidence-based practices for individuals with ASD, though there is enough promise to warrant additional investigation. Limitations and areas of future research are discussed.

show abstract

Teaching children with autism to detect and respond to deceptive statements

Cited by 41 publications

References 14 publications

Teaching a perspective‐taking component skill to children with autism in the natural environment

Teaching a perspective‐taking component skill to children with autism in the natural environment

How Teaching Perspective Taking to Individuals with Autism Spectrum Disorders Affects Social Skills: Findings from Research and Suggestions for Practitioners

A Review of Explicit and Systematic Scripted Instructional Programs for Students with Autism Spectrum Disorder

Contact Info

Product

Resources

About