The Effectiveness of Theory of Mind Training On the Social Skills of Children with High Functioning Autism Spectrum Disorders
Iranian Journal of Child Neurology,
Vol. 9 No. 3 (2015),
24 August 2015
,
Page 40-49
https://doi.org/10.22037/ijcn.v9i3.6890
Abstract
How to Cite This Article: Adibsereshki N, Nesayan A, Asadi Gandomani R, Karimlou M. The Effectiveness of Theory of Mind Training On the Social Skills of Children with High Functioning Autism Spectrum Disorders. Iran J Child Neurol. Summer 2015;9(3):40-49.
Abstract
Objective
Children with Autism Spectrum Disorders (ASD) tend to have problems in
establishing and maintaining their social relationships. Some professionals
believe this social impairment is the result of deficit in Theory of Mind (ToM).
This study was conducted to explore the effectiveness of ToM training on such
children.
Materials & Methods
A quasi-experimental method, pre- test, post-test with control group was used.
The sample included of 12 girls and 12 boys with High Functioning Autism
Spectrum Disorders (HFASD). Two instruments were used as follows: the
Theory of Mind test and the social skills questionnaire (1). The samples were
randomly placed in the experimental and control groups. The experimental
groups had 15 sessions of ToM training and the control groups had just regular
school program.
Results
The data were analyzed by Kolmogorov-Smirnov, independent t- and twoway-
variance tests. The scores for social skills in the experimental group were
significantly more than the control group.
Conclusion
ToM training might improve the social skills of children with autism spectrum
disorders.
- Theory of Mind
- Children
- High Functional Autism Spectrum Disorders
- Social skills
How to Cite
References
Gresham FM, Elliott SN .Social Skills Rating System. Circle Pines, MN American Guidance Service.1990.
Constantino JN, Todd RD. Autistic traits in the general population: a twin study. Arch Gen Psychiatr 2003; 60(5):524-30.
Raver C, Zigler E. Three steps forward, two steps back: Head Start and the measurement of social competence.Young Children1991; 46(5): 3-8.
Travers J, Light R. Learning from experience: Evaluating early childhood demonstration programs. Washington.DC: National Academy Press. I 982.
Wang MC, Haertel GD, Walberg HJ. What helps students learn? Educational Leadership1994; 51(4): 74-79.
Zigler EE, Rescorla L. Social science and social policy: The case of social competence as a goal of intervention programs. In R. Kaschan, L. Rehm, & L. Ullmann (Eds.), Psychology research. public- policy, and practice: 7iward a productive partnership, New York: Praeger. 1985: 2-94.
Stella J, Mundy P, Tuchman R. Social and nonsocial factors in the Childhood Autism Rating Scale. J Autism Develop Dis1999; 29(4): 307–317.
Wing L, Leekam SR, Libby S J, Gould J, Larcombe L. The diagnostic interview for social and communication disorders: Background, inter-rater reliability and clinical use. J Child Psychol Psychiat 2002; 43 (3): 307–325.
Laushey KM, Heflin LJ. Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. J Autism Develop Dis 2000; 30(3), 183–193.
Matson JL, Ollendick TH. Enhancing children’s social skills: Assessment and training. Pergamon Press, New York 1988.
Volkmar FR, Klin A, Marans W, Cohen DJ. The pervasive developmental disorders: Diagnosis and assessment. Child Adol Psychiatr Clinics North Am 1996; 5(4), 963–977.
Matson JL, Stabinsky-Compton L, Sevin JA. Comparison and item analysis of the MESSY for autistic and normal children. Res Develop Dis 1991; 12, 361–369.
Matson J, Wilkins J. A critical review of assessment targets and methods for social skills excesses and deficits for children with autism spectrum disorders. Res Autism Spect Dis 2007; 1, 28–37.
MacDonald R., Anderson J, Dube WV, Geckeler A, Green G, Holcomb W. Behavioral assessment of joint attention: A methodological report. Res Develop Dis 2006; 27:138–150.
Baron-Cohen S, Leslie AM, Frith U. Mechanical, behavioral an intentional understanding of picture stories in autistic children. Br J Develop Psychol 1986; 4,113- 125.
Peterson C, Slaughter V. Theory of mind in children with autism and typical development: Links between eyereading and false belief understanding. Res Autism Spect Dis 2009; 3:462–473.
Gregory C, Lough S, Stone V, Erzinclioglu S, Martin L, Baron-Cohen S. Theory of mind in patients with frontal variant front temporal dementia and Alzheimer’s disease: theoretical and practical implications. Brain 2002; 125,752-764.
Watson AC, Nixon CL, Wilson A, Capage L. Social interaction skills and theory of mind in young children. Develop Psychol 1999; 35,386–391.
Klin A, Saulnier CA, Sparrow SS, Cicchetti DV, Volkmar FR, Lord C. Social and communication abilities and disabilities in higher functioning individuals with autism spectrum disorders: The Vineland and the ADOS.
J Autism Develop Dis 2007; 37, 748–759.
Sharp C. Theory of mind and conduct problems in children: Deceits in reading the `emotions of the eyes’. Cognition and Emotion 2008, 22(6), 1149-1158.
Fombonne E, Siddons F, Achard S, Frith U. Adaptive behavior and theory of mind in autism. Europ Child Adol Psychiat 1994; 3, 176–186.
Walker S. Gender Differences in the Relationship between Young Children’s Peer-Related Social Competence and Individual Differences in Theory of Mind. J Genetic Psychol 2005; 166(3), 297–312.
Slaughter V, Dennis MJ, Pritchard M. Theory of mind and peer acceptance in preschool children. Br J Develop Psychol 2002; 20(4), 545-564.
Hughes Leekam. What are the Links between Theory of Mind and Social Relations? Review, Reflections and New Directions for Studies of Typical and Atypical Development. Soc Develo 2004; 13, 590–619.
Spelke E, Phillips A Woodward A. Infant’s knowledge of object motion and humanaction. In D. Sperber, D. Premack & A. Premack (Eds.), Causal cognition: A multidisciplinary debate (pp. 44–78). Oxford: Clarendon Press, 1995.
Woodward AL. Infants selectively encode the goal object of an actor’s reach. Cognition 1998; 69, 1–34.
Brown J R, Donelan-McCall N, Dunn J. Why talk about mental states? The significance of children’s conversations with friends, siblings, and mothers. Child Develop 1996; 67, 836–849.
Dunn J, Brown J, Slomkowski C, Tesla C, Youngblade L. Young children’s understanding of other people’s feelings and beliefs: Individual differences and their antecedent . Child Develop 1991; 62, 1352–1366.
Garcia MM, Shaw DS, Winslow EB, Yaggi KE. Destructive sibling conflict and the development of conduct problems in young boys. Develop Psychol 2000; 36, 44–53.
Cole P, Zahn-Waxler C, Fox N, Usher B, Welsh J. Individual differences in emotion regulation and behavior problems in preschool children. J Abnorm Psychol 1996; 105(4), 518–529.
Bartsch K, Wellman HM. Children talk about the mind. Oxford: Oxford University press, 1995.
Bretherton I, Beeghly M. Talking about internal states: The acquisition of a theory of mind. Develop Psychol 1982; 18, 906–921.
Repacholi B, Gopnik A. Early reasoning about desires: Evidence from 14- and 18- month old. Develop Psychol 1997; 33,1,12-21.
Zahn-Waxler C, Radke-Yarrow M, Wagner E, Chapman M. Development of concern for others. Develop Psychol 1992; 28, 126–136.
Dunn J, Cutting A. Understanding others, and individual differences in friendship interactions in young children. Soc Develop 1999; 8, 201–219.
Harris P L. Children and emotion. Oxford: Blackwell, 1989.
Baron-Cohen S, Leslie AM, Frith U. Mechanical, behavioral an intentional understanding of picture stories in autistic children. Br J Develop Psychol 1986; 4,113- 125.
Leslie A. The theory of mind impairment in autism: Evidence for a modular mechanism in development: In A. Whiten (Ed.), Natural theories of mind. London: Blackwell. 1991.
Tager-Fulsberg H, Sullivan K. Predicting and explaining behavior: a comparison of autistic, mentally retarded and normal children. J Child Psychol Psychiat 1994; 35,1059- 1075.
Astington JW, Jenkins JM. Theory of mind development and social understanding. Cognition and Emotion 1995; 9,151-165.
Hess KL, Morrier MJ, Heflin LJ, Ivey ML. Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. J Autism Develop Dis 2008; 38, 961–971.
Slaughter V, Gopnik A. Conceptual coherence in the child’s theory of mind: Training children to understand belief. Child Develop 1996; 67, 2967–2988.
Saggers ER. Social skills and theory of mind: the effects of programming on deficits in students with an autistic spectrum disorder (ASD) PhD Thesis, School of Education, The University of Queensland. 2003.
Feng H, Lo YY, Tsai S, Cartledge G. The effects of theory of- mind and social skill training on the social competence of a sixth-grade student with autism. J Positive Behav Interven 2008; 10(4), 228-242.
Koenig K, De Los Reyes A, Cicchetti D, Scahill L, Klin A. Group intervention to promote social skills in schoolage children with pervasive developmental disorders: reconsidering efficacy, J Autism Dev Disord 2009; 39(8):1163-72.
Reichow B, Volkmar F. Social Skill Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework. J Autism and Develop Dis 2010; 40: 149-166.
Rao PA, Beidel DC, Murra MJ. Social Skills Interventions for Children with Asperger’s Syndrome or High- Functioning Autism: A Review and Recommendations. J Autism Dev Disord 2008; 38:353–361.
Steerneman P, Jackson S, Pelzer H, Muris P (1996). Children with Social Handicaps: An Intervention Program Using a Theory of Mind Approach. Clin Child Psychol Psychiat 1996; 1, 251–263.
Ghamarani A, Alborzi Sh, Khaer M. Validity and reliability of theory of mind test in a group of intellectually disabled children in Shiraz. J Psychol 2006; 10, 181- 199.
Shahim S. Correlations between parents and teachers rating of social skills for a group of developmentally disabled children in Iran. Psychol Reports 1999; 85, 863-866.
Begeer S, Malle F, Nieuwland M, Keysar B. Using Theory of Mind to represent and take part in social interactions: Comparing individuals with high-functioning autism and typically developing controls. Europ J Develop Psychol 2010; 7 (1), 104–122 .
Seida JK, Ospina MB, Karkhaneh M, Hartling L, Smith V, Clark B. Systematic reviews of psychosocial interventions for autism: an umbrella review. Dev Med Child Neurol 2009; 51,95-104.
Gevers C, Clifford P, Mager M, Boer F. Brief Report: A Theory-of-Mind-based Social-Cognition Training Program for School-Aged Children with Pervasive Developmental Disorders: An Open Study of its
Effectiveness. J Autism Develop Dis 2006; 36, 567-571.
Steerneman P, Jackson S, Pelzer H, Muris P. Children with social handicaps: an intervention programme using a theory of mind approach. Clin Child Psychol Psychiatr 1996; 1,251-263.
Swettenham J. Can children with autism be taught to understand false belief using computers? J Child Psychol Psychiatr 1996; 37,157-165.
Hess KL, Morrier MJ, Heflin LJ, Ivey ML. Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. J Autism Develop Dis 2008; 38, 961–971.
Fisher N, Happé F. A training study of theory of mind and executive function in children with autistic spectrum disorders. J Autism Dev Disorder 2005; 35, 757-771.
Frith U, Happe F, Siddons F. Autism and theory of mind in everyday life. Social Develop 1994; 3, 108-124.
Piaget J. The language and thought of the child. London: Routledge 1926.
Bowlby J. Attachment and loss: Vol. 1. Attachment. New York: Basic Books (Original edition published 1969), 1969/1982.
Vygotsky LS. Mind in society: The development of higher psychological processes. London, UK: Harvard University Press,1978.
Symons DK. Mental state discourse, theory of mind, and the internalization of self–other understanding. Develop Rev 2004; 24, 159–188.
Jenkins JM, Astington J W. Theory of mind and social behavior: Causal models tested in a longitudinal study. Merrill-Palmer Quarterly 2000; 46, 203–220.
Jones W, Klin A. Heterogeneity and homogeneity across the autism spectrum: the role of development. J Am Acad Child Adolesc Psychiatr 2009; 48, 471-473.
Scheeren AM, Koot HM, Begeer S. Social interaction style of children and adolescents with high-functioning autism spectrum disorder. J Autism Dev Disorder (in press).
Kanne SM, Gerber AJ, Quirmbach LM, Sparrow SS, Cicchetti DV, Saulnier CA. The role of adaptive behavior in autism spectrum disorders: implications for functional outcome. J Autism Dev Disord 2011; 41, 1007-1018.
Antshel, KM, Polacek C, McMahon, M, Dygert K, Spenceley L, Dygert L, Miller L, Faisal F. Comorbid ADHD and anxiety affect social skills group intervention treatment efficacy in children with autism spectrum
disorders. J Dev Behav Pediatr 2011; 32, 439-446.
Hoddenbach E, Koot H, Clifford P, Gevers C, Clauser C, Boer F, Begeer S. Individual differences in the efficacy of a short theory of mind intervention for children with autism spectrum disorder: a randomized controlled trial. Trials 2012 Nov 9;13:206.
- Abstract Viewed: 880 times