The Effect of Multiple Exemplar Instruction(MEI) within Relational Frame Theory on Perspective-Taking Responses Using Fairy Tales in Children with Developmental Disabilities

Abstract

Perspective-taking, which requires understanding oneself and others, is an important social skill in interacting with others. However, children with developmental disabilities have limited understanding of others and barriers to accepting others’ perspectives in many situations. This study to investigates the effects of the Multiple Exemplar Instruction(MEI) based on Relational Frame Theory(RFT) on response with reversed relation and double reversed relation as sub-components of perspective-taking skills using fairy tale books. Participants in the study are a 10-year-old girl with autism spectrum disorder and an 8-year-old boy with a language development delay, who need to improve their perspectives-taking skills. A multiple probe design across participants was employed in the study. The MEI was used for intervention targeting to establish reinforcement history with a frame for the reversed relation, and the double reversed relation perspective-taking using fairy tales. As a result of the study, it was demonstrated that the MEI had an increased rate of perspective-taking responses, and the changes were maintained after the intervention. As a suggestion for future studies, it is necessary to replicate this study in various environments such as peer group situations and peer class situations within school-age grades.