Perspective-taking is an ability that requires a child to emit a selection response of informational states in himself or herself and in others. This study used an extended version of the Barnes-Holmes protocol developed in a series of studies by McHugh, Barnes-Holmes, and Barnes-Holmes (2004) to teach typically developing children between the ages of 6-11 perspective-taking skills. The present demonstrational study used a multiple probe design to evaluate the participants' abilities to demonstrate a number of simple and complex relations, and examined both relation type and relational complexity. We also tested for generalization of perspective taking to new stimuli and real-world conversational topics. Results demonstrate that the capacity to alter perspectives can be established by means of a history of reinforced relational responding. (Contains 4 tables and 4 figures.)
