Abstract
Many children diagnosed with autism spectrum disorder have difficulties identifying and labeling emotions of others. Three adolescent males all diagnosed with ASD participated in the study. In a multi-element design, the participants were trained to tact private events of others in context using novel video-based scenarios. Two of the three participants were able to increase and maintain their responding for all trained, derived, and transformation of stimulus function relations. The third participant required multiple-exemplar training of novel stimuli to increase his responding for all the video-based scenarios. The results of the study support the utility of relational training for teaching children with autism to identify private events of others in context.