ArticleBehavior analysis in practice2018
How Teaching Perspective Taking to Individuals with Autism Spectrum Disorders Affects Social Skills: Findings from Research and Suggestions for Practitioners.
Article in Behavior analysis in practice, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed.
- A Verbal Behavior Analysis of Theory of Mind: Conceptual and Applied Implications.Perspectives on behavior science · 2026Article
- From Aversive, Toward Appetitive: A Behavioral Conceptual Analysis of Compassion.Behavior analysis in practice · 2026Article
- Teaching Children with Autism Spectrum Disorder Desire-Based Emotion Prediction and Cause.Behavior analysis in practice · 2023Article
- Slc11a1 gene polymorphism influences dextran sulfate sodium (DSS)-induced colitis in a murine model of acute inflammation.Genes and immunity · 2023Article
- Cerebellar Dysfunction in Autism Spectrum Disorders: Deriving Mechanistic Insights from an Internal Model Framework.Neuroscience · 2021Review
- Can Behavior Analysis Help Us Understand and Reduce Racism? A review of the Current Literature.Behavior analysis in practice · 2020Review
- Empathy influences how listeners interpret intonation and meaning when words are ambiguous.Memory & cognition · 2020Article
Corrections and comments
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Authors and funding
2 authors.
Funding
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Abstract
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.