Does teaching a theory of mind have an effect on social communication in children with autism?
Hadwin, J, Baron-Cohen, S., Howlin, P. and Hill, K. (1997) Does teaching a theory of mind have an effect on social communication in children with autism? Journal of Autism and Developmental Disorders, 27, (5), 519-537.
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Description/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 versus superficial changes in understanding mental states as a result of teaching.
| Item Type: | Article |
|---|---|
| ISSNs: | 0162-3257 (print) |
| Related URLs: | |
| Subjects: | R Medicine > RC Internal medicine > RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry B Philosophy. Psychology. Religion > BF Psychology R Medicine > RJ Pediatrics > RJ101 Child Health. Child health services |
| Divisions: | University Structure - Pre August 2011 > School of Psychology > Division of Clinical Neuroscience |
| Item ID: | 18368 |
| Date Deposited: | 09 Jan 2006 |
| Last Modified: | 02 Mar 2012 13:04 |
| Contributors: | Hadwin, J (Author) Baron-Cohen, S. (Author) Howlin, P. (Author) Hill, K. (Author) |
| Date: | 1997 |
| Status: | Published |
| URI: | http://eprints.soton.ac.uk/id/eprint/18368 |
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