The Theory of Mind Deficit in Autism Spectrum Disorder Children and Social Engagement in Addressing Their Needs

2010 ◽  
Vol 1 (4) ◽  
pp. 115-126
Author(s):  
Norsiah Fauzan
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Social Engagement ◽  
Autism Spectrum ◽  
Spectrum Disorder

Factorial validity of the Theory of Mind Inventory‐2 in children with autism spectrum disorder

2021 ◽  
Author(s):  
Shih‐Chieh Lee ◽  
Ching‐Hong Tsai ◽  
Yu‐Ching Lin ◽  
Hsing‐Jung Li ◽  
Dai‐Rong Jiang ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Factorial Validity

scholarly journals Identification of social engagement indicators associated with autism spectrum disorder using a game-based mobile application

2021 ◽  
Author(s):  
Maya Varma ◽  
Peter Washington ◽  
Brianna Chrisman ◽  
Aaron Kline ◽  
Emilie Leblanc ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Mobile Health ◽  
Social Engagement ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computational Techniques ◽  
Visual Scanning ◽  
Gaze Fixation ◽  
Healthcare Needs ◽  
Children With Asd

Autism spectrum disorder (ASD) is a widespread neurodevelopmental condition with a range of potential causes and symptoms. Children with ASD exhibit behavioral and social impairments, giving rise to the possibility of utilizing computational techniques to evaluate a child's social phenotype from home videos. Here, we use a mobile health application to collect over 11 hours of video footage depicting 95 children engaged in gameplay in a natural home environment. We utilize automated dataset annotations to analyze two social indicators that have previously been shown to differ between children with ASD and their neurotypical (NT) peers: (1) gaze fixation patterns and (2) visual scanning methods. We compare the gaze fixation and visual scanning methods utilized by children during a 90-second gameplay video in order to identify statistically-significant differences between the two cohorts; we then train an LSTM neural network in order to determine if gaze indicators could be predictive of ASD. Our work identifies one statistically significant region of fixation and one significant gaze transition pattern that differ between our two cohorts during gameplay. In addition, our deep learning model demonstrates mild predictive power in identifying ASD based on coarse annotations of gaze fixations. Ultimately, our results demonstrate the utility of game-based mobile health platforms in quantifying visual patterns and providing insights into ASD. We also show the importance of automated labeling techniques in generating large-scale datasets while simultaneously preserving the privacy of participants. Our approaches can generalize to other healthcare needs.

Personality in Autism Spectrum Disorder: Associations With Face Memory Deficit and Theory of Mind

2021 ◽  
Vol 34 (2) ◽  
pp. 117-128
Author(s):  
Gabrielle Block ◽  
Ali Jannati ◽  
Taylor R. Maynard ◽  
Alvaro Pascual-Leone ◽  
Margaret G. O’Connor
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Autism Spectrum ◽  
Memory Deficit ◽  
Spectrum Disorder ◽  
Face Memory

Understanding Cognition and Students with Autism Spectrum Disorder

2020 ◽  
pp. 67-86
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Theory Of Mind ◽  
Joint Attention ◽  
Music Cognition ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Central Coherence ◽  
Music Classroom ◽  
Students With Autism

One of the most unique attributes of students with autism is the distinct way they think. This chapter sheds light on the cognitive world of students with autism in the music classroom. The following topics are included: theory of mind; central coherence; executive function; joint attention (and cognition); and music cognition and students with autism.

Development of Lying and Cognitive Abilities

2018 ◽  
pp. 398-407
Author(s):  
Victoria Talwar
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Executive Functioning ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Autism Spectrum ◽  
Spectrum Disorder

The emergence and development of children’s lie-telling is closely associated with their developing cognitive abilities. Telling a lie involves complicated cognitive functions including theory-of-mind understanding and executive functioning abilities. Recent research has found that lie-telling emerges in the preschool years and children’s abilities to maintain their lies improves with age. The current chapter reviews existing literature on the development of children’s lie-telling behavior and its relation to various aspects of children’s cognitive development. It covers the work of Lewis, Stanger, and Sullivan (1989), including the well-known guessing-game experiment, where the child is left alone with temptation and the instruction not to peek. Much of Talwar, Lee, et al.’s research into three-to-seven-year-old children’s lie-telling behavior is covered; and the interaction between these studies and Theory of Mind is emphasized; this is illuminated in the account of research using child subjects with Autism Spectrum Disorder.

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