The Training and Assessment of Relational Precursors and Abilities (TARPA): A follow-up study with typically developing children
Volume 2, Issues 1–2, 15 April 2013, Pages 15–21
Author(s):
Naoko Kishita
Tomu Ohtsuki
Ian Stewart
The Training and Assessment of Relational Precursors and Abilities (TARPA): A follow-up study with typically developing children
The aim of this study was to probe the validity of the Training and Assessment of Relational Precursors and Abilities (TARPA) as a protocol for the measurement of relational skills underlying language in typically developing children. Seven children (5 girls and 2 boys aged 2–6 years) completed the visual– visual range of the TARPA at Time 1. Six of these children were re-assessed with the same protocol at Time 2. The Social Maturity Scale (S-M) was administered to the childrens’ caregivers…
Teaching children with autism to detect and respond to deceptive statements
Previous research has shown that children with autism often have deficits in deception, both in the ability to lie to others and in the ability to detect when they are being lied to. Additionally, children with autism are frequently the victims of bullying and difficulty with understanding deception likely makes the population more vulnerable to bullying.
Teaching children with autism to detect and respond to sarcasm
Previous research has demonstrated that children with autism often have difficulty using and understanding non-literal language (e.g., irony, sarcasm, deception, humor, and metaphors). Irony and sarcasm may be especially difficult for children with autism because the meaning of an utterance is the opposite of what is stated.
ACT with Children and Adolescents - Amy Murrell Half-Day Didactic
I said that I would post these slides, so as promised, here they are. This was for a half-day, didactic (with a few small experiential pieces) workshop that I gave yesterday. The audience was mostly graduate students in a program specific to child clinical psychology. There were a few professionals who supervise them, and a handful of grad students from other programs. I am leaving out some videos that I used, but I described what I did in them in the notes.
ACT with Children and Adolescents - Amy Murrell Half-Day Didactic
I said that I would post these slides, so as promised, here they are. This was for a half-day, didactic (with a few small experiential pieces) workshop that I gave yesterday. The audience was mostly graduate students in program specific to child clinical psychology. There were a few professionals who supervise them, and a handful of grad students from otehr programs. I am leaving out some videos that I used, but I described what I did in them in the notes.
Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children with Autism
Rule-governed behavior is generally considered an integral component of complex verbal repertoires but has rarely been the subject of empirical research. In particular, little or no previous research has attempted to establish rule-governed behavior in individuals who do not already display the repertoire.
Establishing metaphorical reasoning in children with autism
Research has shown that children with autism have difficulty with non-literal language, such as irony, sarcasm, deception, humor, and metaphors. To date, few studies have attempted to remediate these deficits, and no studies of which we are aware have attempted to teach children with autism to understand metaphors. Metaphorical reasoning consists of complex verbal behavior, involving relations of coordination, hierarchy, and distinction, at a minimum.
Establishing deictic relational responding in children
Perspective-taking skills have been shown to be pivotal in a variety of
social and interpersonal interactions. A better understanding of the
process involved in building such a repertoire could be beneficial in a
wide variety of language and social skills training programs. A relational
frame theory approach to perspective taking involves a focus on
deictic relations, such as I-You, Here-There, and Now-Then. The present
Establishing a Deictic Relational Repertoire in Young Children
Perspective-taking skills have been shown to be pivotal in a variety of social and interpersonal interactions. A better understanding of the process involved in building such a repertoire could be beneficial in a wide variety of language and social skills training programs. A relational frame theory approach to perspective taking involves a focus on deictic relations, such as I-You, Here There, and Now-Then.