Hadwin, Julie, Baron-Cohen, Simon, Howlin, Patricia, Hill, Katie (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. (doi:10.1023/A:1025826009731) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:18088)
| The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. | |
| Official URL: http://dx.doi.org/10.1023/A:1025826009731 |
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 |
|---|---|
| DOI/Identification number: | 10.1023/A:1025826009731 |
| Subjects: |
B Philosophy. Psychology. Religion > BF Psychology B Philosophy. Psychology. Religion |
| Divisions: | Divisions > Division of Human and Social Sciences > School of Psychology |
| Depositing User: | M.A. Ziai |
| Date Deposited: | 06 Mar 1914 03:54 UTC |
| Last Modified: | 05 Nov 2024 09:54 UTC |
| Resource URI: | https://kar.kent.ac.uk/id/eprint/18088 (The current URI for this page, for reference purposes) |
- Export to:
- RefWorks
- EPrints3 XML
- BibTeX
- CSV
- Depositors only (login required):
Altmetric
Altmetric
