scholarly journals Theory of Mind Training in Children with Autism: Relating the Shared Attention Mechanism to the Theory of Mind Mechanism vs. Understanding Beliefs Training

2017 ◽  
Vol 7 (2) ◽  
pp. 75
Author(s):  
Lama Bergstrand Othman ◽  
Lana Collet-Klingenberg
Keyword(s):  
Theory Of Mind ◽  
Mental Representation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Attention Mechanism ◽  
False Belief ◽  
Shared Attention ◽  
The World ◽  
Students With Autism ◽  
Mind Training

The purpose of this training study was to examine two interventions that aim to improve the performance of students with Autism Spectrum Disorder (ASD) on False Belief Tasks (FBT) which examines the ability to recognize others’ mental representation of the world. The first intervention involved drawing connections between the Shared Attention Mechanism (SAM) and the Theory of Mind (ToMM) Mechanism. The second intervention taught belief understanding and the fact that a person’s beliefs about propositions may be false or true. To that end, we employed ABC and ACB multiple baselines across subject designs with matched controls. To assess generalization of learned skills, parents or teachers were interviewed. Results suggest that both interventions were effective.

scholarly journals Children With Autism Spectrum Disorder Can Attribute False Beliefs in a Spontaneous-Response Preferential-Looking Task

2021 ◽  
Vol 6 ◽  
Author(s):  
Melanie Glenwright ◽  
Rose M. Scott ◽  
Elena Bilevicius ◽  
Megan Pronovost ◽  
Ana Hanlon-Dearman
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Figurative Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
False Belief ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
False Belief Understanding ◽  
Children With Asd

An established body of literature indicates that children with autism spectrum disorder (ASD) have difficulty understanding figurative language due to a deficit in theory of mind, or the ability to consider the beliefs of other people. Children with ASD tend to similarly fail traditional theory of mind tasks, which assess their ability to represent false beliefs. Our claim is, however, that these tasks involve cognitive processing demands that might mask false belief understanding because they require elicited responses. We examined whether children with ASD demonstrate false-belief understanding when tested with a spontaneous-response false belief task that measures children’s eye gaze durations. The two child participant groups were composed of 20 males with ASD (aged 3–9 years) and 20 typically developing males (aged 2–5 years) who were individually matched according to verbal mental age. Children with ASD and typically developing children listened to a change-of-location story accompanied by a book with matching and non-matching pictures. The final page showed the character searching for her object in a location that was either consistent or inconsistent with her belief. Both groups of children looked reliably longer at the belief-consistent picture, regardless of whether the character’s belief was true or false, though children with ASD were slower to do so. We suggest that a spontaneous-response assessment technique can potentially reveal figurative language comprehension in children with ASD in future research.

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 The Technique of Teaching Children with ASD How to Work with Salted Dough

2018 ◽  
Vol 16 (3) ◽  
pp. 17-22
Author(s):  
T.V. Korotkaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Resource Center ◽  
Children With Asd ◽  
The World ◽  
Spectrum Disorders

Development of fine motor skills is an important part of corrective work with children with autism spectrum disorders. The salted dough is well suited for this purpose: the dough can be rolled, kneaded, rolled out with a rolling pin, wiped through a strainer and grated, which causes a lot of interest in children and motivates them to the lessons. The stages and techniques of teaching children at classes within the creative workshop “We Shape the World with Our Own” in the Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders are described. Recommendations are given on the use of techniques for working with salt dough.

Virtual Reality (VR) for School Children With Autism Spectrum Disorder (ASD)

2019 ◽  
pp. 141-158 ◽  
Author(s):  
Giuliana Guazzaroni ◽  
Anitha S. Pillai
Keyword(s):  
Autism Spectrum Disorder ◽  
Virtual Reality ◽  
School Children ◽  
Teaching And Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Awareness ◽  
The World ◽  
Training And Support

Various medical and technological organizations are working on the development of unconventional solutions such as therapy and assistance for people with autism spectrum disorder (ASD). Different organizations, researchers and educators have been involved in the study and realization of virtual reality (VR) solutions to be used as therapy, training, and support for these individuals. Previous researches and experiments showed that it is possible to ameliorate the level of concentration, coordination, socialization, communication, self-awareness, and memory in school children treated with these tools. VR environments may offer a total physical involvement of the ASDs that may see the world through virtual immersion and active practice. This chapter presents a way of rethinking teaching and learning.

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.

Understanding Communication and Students with Autism Spectrum Disorder

2020 ◽  
pp. 39-66
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Augmentative And Alternative Communication ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Music Classroom ◽  
Students With Autism

Communication is one of the considerable challenges faced by children with autism. Before a child with autism can learn, their must be able to communicate. This chapter includes information on communication traits and characteristics of persons with autism as well as steps to obtain effective communication with students with autism in the music classroom. Other topics include joint attention, reciprocation, echolalia, receptive and expressive language, and augmentative and alternative communication for students with autism in the music classroom.

Sign in / Sign up

Export Citation Format

Share Document