Author details

María M. Montoya-Rodríguez<sup>1</sup> \* and Francisco J. Molina Cobos2

\*Address all correspondence to: maria.montoya@ucu.edu.uy


### References


[7] McHugh L, Barnes-Holmes Y, O'Hora D, Barnes-Holmes D. Perspective-taking: A relational frame analysis. Experimental Analysis of Human Behavior Bulletin. 2004;22:4-10

training protocols. As previously mentioned, other studies [10, 14, 21] also used a short version of the 18 trials for testing. Future work with larger samples and protocols is needed to clarify this issue. Despite these limitations, the current paper seems to lend support to further elaborations of the protocol originally developed by Y. Barnes- Holmes [5] for the specific target population, i.e. typically developing children. Summarizing the results of present study, variability between scenarios, more natural and familiar contexts, direct interpersonal deictic relations (I-You versus Other-Other), specific locations for spatial relations, and non-complex temporal relations, seem to be key features for improving the children's performances. These findings support the idea of developing measures of perspective-taking from an RFT approach

\* and Francisco J. Molina Cobos2

[1] Baron-Cohen S, Tager-Flusberg H, Cohen DJ. Understanding Other Minds: Perspectives from Developmental Cognitive Neuroscience. New York: Oxford University Press; 2000.

[2] Mori A, Cigala A. Perspective taking: Training procedures in developmentally typical preschoolers. Different intervention methods and their effectiveness. Educational Psy-

[3] Premack D, Woodruff G. Does the chimpanzee have a "theory of mind"? The Behavioral

[4] Hayes S, Barnes-Holmes D, Roche B. Relational Frame Theory. A Post- Skinnerian Account Of Human Language And Cognition. New York, Ny: Kluwer Academic; 2001. p. 308 [5] Barnes-Holmes Y. Analysing relational frames: Studying language and cognition in young children [Unpublished doctoral thesis]. National University of Ireland Maynooth; 2001 [6] Barnes-Holmes Y, McHugh L, Barnes-Holmes D. Perspective-taking and theory of mind: A relational frame account. The Behavior Analyst Today. 2004;5(1):15-25. DOI: 10.1037/

chology Review. 2016;28(2):267-294. DOI: 10.1007/s10648-015-9306-6

aimed at facilitating generalization towards other tasks or everyday contexts.

\*Address all correspondence to: maria.montoya@ucu.edu.uy

1 University Catholic of Uruguay, Montevideo, Uruguay

Author details

86 Behavior Analysis

References

p. 520

h0100133

María M. Montoya-Rodríguez<sup>1</sup>

2 University of Almeria, Spain

and Brain Sciences. 1978;4:515-526


[20] Vilardaga R, Estévez A, Levin ME, Hayes SC. Deictic relational responding, empathy and experiential avoidance as predictors of social anhedonia in college students. Psychologi-

[21] Jackson ML, Mendoza DR, Adams AN. Teaching a deictic relational repertoire to children with autism. Psychological Record. 2014;64(4):791-802. DOI: 10.1007/s40732-014-0078-z

[22] Lovett S, Rehfeldt RA. An evaluation of multiple exemplar instruction to teach perspective-taking skills to adolescents with Asperger Syndrome. Behavioral Develop-

[23] McHugh L, Stewart I. The Self and Perspective Taking: Contributions and Applications

[24] Hayes SC, Fox E, Gifford EV, Wilson KG, Barnes-Holmes D, Healy O. Derived relational responding as learned behavior. In: Hayes SC, Barnes-Holmes D, Roche B, editors. Relational Frame Theory: A post-skinnerian account of language and cognition. Vol. 2001.

cal Record. 2012;62(3):409-432. DOI: 10.1007/BF03395811

88 Behavior Analysis

ment Bulletin. 2014;19(2):22-36. DOI: 10.1037/h0100575

New York: Kluwer Academic/Plenum; 2001. pp. 21-49

From Modern Behavioral Science. CA: New Harbinger; 2012
