Behavioral research has demonstrated that children with autism spectrum disorder can be taught to recognize the false beliefs of others using video modeling (e.g., Charlop-Christy & Daneshvar Journal of Positive Behavior Interventions, 5(1), 12–21, 2003; LeBlanc et al. Journal of Applied Behavior Analysis, 36(2), 253–257, 2003). The current study extended such research by teaching three children diagnosed with autism spectrum disorder and other developmental disabilities to respond appropriately to false-belief tasks using behavioral intervention strategies conducted in the natural environment with people in their enviornment. We used a nonconcurrent multiple-baseline across-participants design to evaluate the use of multiple-exemplar training, prompting, and reinforcement for training correct responses with two false-belief tasks: the hide-and-seek task and the M&Ms task. We also conducted a pre/posttest of an untrained false-belief task, the Sally-Anne task. All participants learned to pass the hide-and-seek task and the M&Ms task and improved on their performance on the Sally-Anne task during the posttest.

行为研究表明，可以使用视频建模来教导患有自闭症谱系障碍的儿童识别他人的错误信念（例如，Charlop-Christy & Daneshvar Journal of Positive Behaviour Interventions, 5 (1), 12–21, 2003；LeBlanc et应用行为分析杂志，36 (2), 253–257, 2003）。目前的研究扩展了此类研究，通过教导三名被诊断患有自闭症谱系障碍和其他发育障碍的儿童，使用在自然环境中与周围的人进行的行为干预策略，对错误信念任务做出适当的反应。我们使用非并发多基线跨参与者设计来评估多样本训练、提示和强化的使用情况，以通过两个错误信念任务（捉迷藏任务和 M&Ms 任务）训练正确反应。我们还对未经训练的错误信念任务（Sally-Anne 任务）进行了前/后测试。所有参与者都学会了如何通过捉迷藏任务和 M&Ms 任务，并在后测期间提高了 Sally-Anne 任务的表现。