You may say “toe-may-toe”, and I may say “toe-mah-toe”, but we’ve all learned to accept that these differences are ok. However, not everyone can take such perspective taking skills for granted, including many individuals with autism. This week, we take a peek into the behavior analytic literature to see how we can use recent research to supercharge our teaching skill for this socially-important skill.

This episode is available for 1.0 LEARNING CEU.

Articles discussed this episode:

Welsh, F., Najdowski, A.C., Strauss, D., Gallegos, L., & Fullen, J.A. (2019). Teaching a perspective-taking component skills to children with autism in the natural environment. Journal of Applied Behavior Analysis, 52, 439-450. doi: 10.1002/jaba.523

Stauch, T.A., Plavnick, J.B., Sankar, S., & Gallagher, A.C. (2018). Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction. Journal of Applied Behavior Analysis, 51, 647-666. doi: 10.1002/jaba.473

Gould, E., Tarbox, J., O’Hora, D., Noone, S., & Bergstrom, R. (2011). Teaching children with autism a basic component skill of perspective-taking. Behavioral Interventions, 26, 50-66. doi: 10.1002/bin.320

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