Nesrhtens…..

I have just startet up perspective-taking teaching for a new child with autism using the protocol developed by McHugh, Barnes-Holmes and Barnes-Holmes as described in the book Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities: A Progressive Guide to Change (Professional). This protocol is based on Relational Frame Theory and derived relational responding.

I have used this protocol with other children with autism, and the results are really promising, both on the data collected through the teaching sessions, test for Theory of Mind and the clinical picture. But as I experienced today and have on other occasions, it´s a difficult procedure to implement.

Specially when the teaching of several reversed relations start, it gets difficult for the trainers to present the contextual cues and discriminative stimulus in a constant and clear manner. Of course it helps to have prepared the tasks well in advance, but as some children lear fast it can be difficult to hold on.

Anyone have similar experience, and what have you done to ease the effort?

Related posts:

1. Prerequisites for teaching perspective taking for children with autism.
2. Teaching categorization to children with autism
3. The Psychological Record