IDEAS home Printed from https://ideas.repec.org/a/ibn/jedpjl/v7y2017i2p75.html
   My bibliography  Save this article

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

Author

Listed:
  • Lama Bergstrand Othman
  • Lana Collet-Klingenberg

Abstract

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.

Suggested Citation

  • Lama Bergstrand Othman & Lana Collet-Klingenberg, 2017. "Theory of Mind Training in Children with Autism: Relating the Shared Attention Mechanism to the Theory of Mind Mechanism vs. Understanding Beliefs Training," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 7(2), pages 1-75, November.
    • Handle: RePEc:ibn:jedpjl:v:7:y:2017:i:2:p:75
    as

    Download full text from publisher

    File URL: http://www.ccsenet.org/journal/index.php/jedp/article/download/69226/38038
    Download Restriction: no
    File URL: http://www.ccsenet.org/journal/index.php/jedp/article/view/69226
    Download Restriction: no
    ---><---

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ibn:jedpjl:v:7:y:2017:i:2:p:75. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Canadian Center of Science and Education (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.