Symbolic behavior and perspective-taking are forms of derived relational responding and can be learned

Numerous questions remain unanswered concerning the functional determinants of symbolic behavior and perspective-taking, particularly regarding the capabilities of children with autism. An alternative approach that considers these behaviors to be forms of derived relational responding allows for the design of functional intervention programs to establish such repertoires in individuals for whom they are absent.

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Correlating derived relational responding with linguistic and cognitive ability in children with Autism Spectrum Disorders

Research in Autism Spectrum Disorders ◽

10.1016/j.rasd.2014.12.015 ◽

2015 ◽

Vol 19 ◽

pp. 32-43 ◽

Cited By ~ 8

Author(s):

Laura Moran ◽

Lisa Walsh ◽

Ian Stewart ◽

John McElwee ◽

Siri Ming

Keyword(s):

Autism Spectrum Disorders ◽

Cognitive Ability ◽

Children With Autism ◽

Autism Spectrum ◽

Derived Relational Responding ◽

Relational Responding ◽

Spectrum Disorders

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Evidence From Children with Autism that Derived Relational Responding is a Generalized Operant

Behavior Analysis in Practice ◽

10.1007/s40617-020-00425-y ◽

2021 ◽

Author(s):

Mark R. Dixon ◽

Jordan Belisle ◽

Steven C. Hayes ◽

Caleb R. Stanley ◽

Anne Blevins ◽

...

Keyword(s):

Children With Autism ◽

Derived Relational Responding ◽

Relational Responding

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Teaching perspective-taking skills to typically developing children through derived relational responding.

Journal of Early and Intensive Behavior Intervention ◽

10.1037/h0100321 ◽

2006 ◽

Vol 3 (1) ◽

pp. 1-34 ◽

Cited By ~ 30

Author(s):

Amie I. Heagle ◽

Ruth Anne Rehfeldt

Keyword(s):

Perspective Taking ◽

Typically Developing ◽

Derived Relational Responding ◽

Typically Developing Children ◽

Relational Responding

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Combining concepts from Verbal Behavior and Derived Relational Responding produces efficient language instruction for children with autism

Evidence-Based Communication Assessment and Intervention ◽

10.1080/17489539.2016.1153813 ◽

2015 ◽

Vol 9 (3) ◽

pp. 106-112 ◽

Cited By ~ 2

Author(s):

Judah B. Axe

Keyword(s):

Verbal Behavior ◽

Children With Autism ◽

Language Instruction ◽

Derived Relational Responding ◽

Relational Responding

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Perspective Taking in Children with Autism

European Journal of Behavior Analysis ◽

10.1080/15021149.2007.11434270 ◽

2007 ◽

Vol 8 (1) ◽

pp. 13-28 ◽

Cited By ~ 5

Author(s):

Inmaculada Gómez-Becerra ◽

María J. Martín ◽

Mapy Chávez-Brown ◽

R. Douglas Greer

Keyword(s):

Perspective Taking ◽

Children With Autism

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Development of a Semi-Autonomous Robotic System to Assist Children with Autism in Developing Visual Perspective Taking Skills

2018 27th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN) ◽

10.1109/roman.2018.8525681 ◽

2018 ◽

Cited By ~ 4

Author(s):

Abolfazl Zaraki ◽

Luke Wood ◽

Ben Robins ◽

Kerstin Dautenhahn

Keyword(s):

Perspective Taking ◽

Children With Autism ◽

Robotic System ◽

Visual Perspective ◽

Visual Perspective Taking

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A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based

Research in Autism Spectrum Disorders ◽

10.1016/j.rasd.2011.03.001 ◽

2011 ◽

Vol 5 (4) ◽

pp. 1553-1566 ◽

Cited By ~ 58

Author(s):

Jacqueline Roberts ◽

Katrina Williams ◽

Mark Carter ◽

David Evans ◽

Trevor Parmenter ◽

...

Keyword(s):

Early Intervention ◽

Randomised Controlled Trial ◽

Young Children ◽

Controlled Trial ◽

Children With Autism ◽

Intervention Programs ◽

Home Based ◽

Young Children With Autism ◽

Randomised Controlled ◽

Parent Program

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Individualizing and Combining Treatments in Autism Spectrum Disorder

Current Directions in Psychological Science ◽

10.1177/0963721416680262 ◽

2017 ◽

Vol 26 (2) ◽

pp. 114-119 ◽

Cited By ~ 10

Author(s):

Giacomo Vivanti

Keyword(s):

Autism Spectrum Disorder ◽

Early Intervention ◽

Treatment Response ◽

Research Agenda ◽

Children With Autism ◽

Autism Spectrum ◽

Intervention Programs ◽

Rational Approach ◽

Autism Treatment ◽

Treatment Individualization

Although several early intervention programs can be efficacious in improving outcomes of children with autism, treatment response is variable, leading most families to enroll their child in several interventions simultaneously. Because knowledge on the effects of combining different therapies is limited, it is critically important to develop and test predictions on how the “active ingredients” of different interventions interact with child characteristics and with one another when combined. An obstacle to this research agenda is the “pre-paradigmatic” stage of the autism early intervention field, in which many practices are organized around seemingly irreconcilable vocabularies. I argue that a formalization of the explanatory structures informing different treatments—based on the four parameters of logical coherence, falsifiability, parsimony, and consilience—can provide a conceptual lingua franca for the formulation of testable hypotheses on treatment individualization and combination, thus facilitating a more coherent and rational approach to research in this area.

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Early Intervention with Parents of Children with Autism Spectrum Disorders: A Review of Programs

Children ◽

10.3390/children7120294 ◽

2020 ◽

Vol 7 (12) ◽

pp. 294

Author(s):

Liliana Paulina Rojas-Torres ◽

Yurena Alonso-Esteban ◽

Francisco Alcantud-Marín

Keyword(s):

Empirical Studies ◽

Children With Autism ◽

Positive Influence ◽

Autism Spectrum ◽

Positive Parenting ◽

Intervention Programs ◽

Behavioral Analysis ◽

Exclusion Criteria ◽

Child Play ◽

Spectrum Disorders

The aim of this article was to analyze the evidence regarding the effectiveness of intervention programs for children with autism based on the participation of their parents. To obtain the data, a systematic search was carried out in four databases (PsycARTICLES (ProQuest), ERIC (ProQuest), PubMed (ProQuest), and Scopus). The retrieved documents were refined under the inclusion/exclusion criteria, and a total of 51 empirical studies were selected. These studies were first classified according to the function of the intervention objective and, later, by the methodology applied (19 studies were based on comprehensive interventions, 11 focused on the nuclear symptoms of autism spectrum disorder (ASD), 12 focused on the promotion of positive parenting, and nine interactions focused on child play). Once all of the documents had been analyzed, the evidence indicated scientific efficacy in most studies, mainly in those based on child development and the application of behavioral analysis principles. Moreover, the positive influence of parent participation in such programs was demonstrated.

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