A Systematic Replication of Teaching Children With Autism and Other Developmental Disabilities Correct Responding to False-Belief Tasks

Behavioral research has demonstrated that children with autism spectrum disorder can be taught to recognize the false beliefs of others using video modeling (e.g., Charlop-Christy & Daneshvar Journal of Positive Behavior Interventions, 5 (1), 12–21, 2003 ; LeBlanc et al. Journal of Applied Behav...

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Bibliographic Details
Published in:	Behavior analysis in practice 2021-06, Vol.14 (2), p.378-386
Main Authors:	Dhadwal, Azizull K., Najdowski, Adel C., Tarbox, Jonathan
Format:	Article
Language:	eng
Subjects:	Autistic children Behavior modification Behavioral Science and Psychology Developmental disabilities Families & family life Pizza Psychology Research Article Skills Teaching
Online Access:	Get full text
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Summary:	Behavioral research has demonstrated that children with autism spectrum disorder can be taught to recognize the false beliefs of others using video modeling (e.g., Charlop-Christy & Daneshvar Journal of Positive Behavior Interventions, 5 (1), 12–21, 2003 ; LeBlanc et al. Journal of Applied Behavior Analysis, 36 (2), 253–257, 2003 ). The current study extended such research by teaching three children diagnosed with autism spectrum disorder and other developmental disabilities to respond appropriately to false-belief tasks using behavioral intervention strategies conducted in the natural environment with people in their enviornment. We used a nonconcurrent multiple-baseline across-participants design to evaluate the use of multiple-exemplar training, prompting, and reinforcement for training correct responses with two false-belief tasks: the hide-and-seek task and the M&Ms task. We also conducted a pre/posttest of an untrained false-belief task, the Sally-Anne task. All participants learned to pass the hide-and-seek task and the M&Ms task and improved on their performance on the Sally-Anne task during the posttest.
ISSN:	1998-1929 2196-8934