An evaluation of multiple exemplar instruction to teach perspective-taking skills to adolescents with Asperger Syndrome.

Abstract

The goal of this study was to investigate the effects of multiple exemplar instruction for teaching perspectivetaking skills to young adults with autism. Using a multiple probe design, participants were trained and tested using protocols evaluating the deictic frames of I-You, Here-There, and Now-Then. Generalization of perspectivetaking skills was evaluated using two standardized assessments designed to evaluate theory of mind, which were administered at pre and posttest. Generalization of perspective-taking skills to a more natural language situation was also assessed. Results showed the emergence of perspective-taking for all participants following multiple exemplar instruction, and varying degrees of generalization of perspective-taking skills to a natural presentation of social interaction were observed based on the complexity of the perspective-taking relation.