Date of Award
Master of Arts
Dr. Alyce M. Dickinson
Masters Thesis-Campus Only
This study examined the role of the double-reversed relation in the relational frame theory approach to perspective-taking. Three 5 year old children participated in the study and were exposed to a relational frame pretest/posttest and a double-reversed relational training procedure. Theory of Mind tests were used for inclusionary criteria as well as measures of external validity. Only 1 participant met mastery criteria on the double-reversed training. However, all participants performed at higher levels on doublereversed relations during training than in baseline. Improvement on Theory of Mind tests were observed for 2 of the 3 participants. The study highlighted that it may be possible to learn to respond to double-reversed relations without relationally framing. Further research should explore this point as well as other formats to teaching perspective-taking skills.
Koerber, Jeana L., "The Role of Double-Reversed Relations in a Relational Frame Approach to Teaching Perspective-Taking to Young Children" (2009). Masters Theses. 287.