Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
5-11-2023
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Tiffany Hornsby
Deborah Kipps-Vaughn
Tonya Lambert-Delp
Abstract
The current study sought to teach the perspective-taking skill, a behavior that may require training in children with autism spectrum disorder (ASD), and contribute to an increased ability in children with ASD to engage socially. One-on-one perspective-taking intervention sessions between the examiner and a child identified with ASD took place over ten sessions. Sessions were structured with the guidance of the Social Thinking curriculum entitled, “You Are a Social Detective!”. A single-case design was employed, and results were reviewed through quantitative measures using teacher ratings on the Social Responsiveness Scale (SRS) at pre- and post-intervention. Additionally, use of the Goal Attainment Scale (GAS) served as a means to assess the student’s general understanding of each lesson. Implications for the child included potentially improving emotional understanding of the self and others. The study intended to also help the child improve their understanding of others’ actions and desires, and impact how they relate to other individuals in their environment.
Recommended Citation
Devendorf, Robyn, "Increasing social engagement in children with autism spectrum disorder through perspective taking skills training" (2023). Educational Specialist, 2020-current. 64.
https://commons.lib.jmu.edu/edspec202029/64
