Does teaching theory of mind have an effect on the ability to develop conversation in children with autism?

Hadwin, J. and BaronCohen, S. and Howlin, P. and Hill, K. (1997) Does teaching theory of mind have an effect on the ability to develop conversation in children with autism? Journal of Autism and Developmental Disorders, 27 (5). pp. 519-537. ISSN 0162-3257. (The full text of this publication is not available from this repository)

The full text of this publication is not available from this repository. (Contact us about this Publication)

Abstract

The present research examined whether teaching children with autism to pass tasks that assess mental state understanding had any positive effects on communication. Two aspects of communication previously shown to be deficient in children with autism were considered. These are conversational ability, in particular the ability to expand on conversation, and the use of mental state terms in speech. Results showed that no discernible improvement was seen on either measure of communication following mental state teaching. Discussion centers on real versts superficial changes in understanding mental stares as a result of teaching.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
B Philosophy. Psychology. Religion
Divisions: Faculties > Social Sciences > School of Psychology
Depositing User: M.A. Ziai
Date Deposited: 06 Mar 1914 03:54
Last Modified: 06 Mar 1914 03:54
Resource URI: http://kar.kent.ac.uk/id/eprint/18088 (The current URI for this page, for reference purposes)
  • Depositors only (login required):