The purpose of the study is to extend the findings

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Reference no: EM131568219

Qualitative Methods

Introduction

Qualitative research is a method that gathers information that does not required numerical form (diary accounts, unstructured interviews, and open-ended questionnaires, and unstructured observations). The data that are provided in a qualitative research is typically descriptive data and as such as harder to analyze than quantitative data.

Qualitative research is very useful for studies based on the individual's level, and to find out in depth, the way which individuals feel or think. In the case study provided by learner, "Assessing relational learning deficits in perspective-taking in children with high-functioning autism", consist as a qualitative research.

The purpose of the study was to extend the findings of McHugh et al. (2004) by using a computerized version of the Bares-Holmes protocol to evaluate relational learning deficits in perspective-taking four children with high-functioning autism.

Key Concepts Investigated

The key concepts that were investigated in case study are high-functioning autism, relational learning deficits, perspective-taking, and autism spectrum disorders. These key concepts were used to help researcher explore case study while assessing participants to determine if participants will perform low or high when given a task to complete.

Scientific Merit and Improvement

The case study provided may need to provide a modified version of the Barnes-Holmes protocol and serve an important function in screening and assessment for educational planning as well as intervention purpose.

A computerized version of the protocol may reduce the need for teacher-student interaction, which is often difficult for many children with autism, A non-computerized version, which was also used in the study by McHugh et al. (2004)may be incorporated into individual and group educational lessons to promote successful social interactions. Moreover, case study could include further research toinvestigate the treatment utility of the pricedures that were used.

Comparisons of scores on the Barnes-Holmes protocol might be made between the performances of children with high-functioning autismand an age-matched control group of typically-developing children. To further explore the relationshipbetween relational learning deficits in perspective-taking and autismspectrumdisorders, scores on the Barnes-Holmes protocol might be correlated with scores on standardized diagnostic instruments widely used in the assessment of autism.

Nokomis N. Lazenberry

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision), Washington, DC: Author.

Barnes-Holmes, D.Hayes. S. C. &Dymond, S. (2001). Self and self-directed rules. In S. C.Hayes, D.Barnes-Holmes, & B. T.Roche (Eds.). Relational frame theory: A post-Skinnerian account of human language and cognition. New York: Plenum.

Tibbetts, Pamela A., &Rehfeldt, Ruth Anne. (2005). Assessing relational learning deficits in perspective-taking in children with high-functioning autism. US : Development & Behavior Analysis Special Interest Group of the Association for Behavior Analysis.

Reference no: EM131568219

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