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Training Syntax to Enhance Theory of Mind in Children with ASD.

Preschool children with neurotypical development (ND) trained on sentential complements ("X thinks/says that") improve their Theory of Mind (ToM) performance. Can complementation training also enhance ToM in children with Autism Spectrum Disorder (ASD)? Thirty-three children with ASD (Mage = 8;11) a...

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Published in:Journal of Autism & Developmental Disorders Vol. 53; no. 6; pp. 2444 - 2458
Main Authors: Durrleman, Stephanie, Bentea, Anamaria, Prisecaru, Andreea, Thommen, Evelyne, Delage, Hélène
Format: pictorial research tables/charts Journal Article
Published: Springer Nature Jun2023
Online Access:View this record in EBSCOhost
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      dt: Jun2023
      vid: 53
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      pub: Springer Nature
      place: New York, New York
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        10.1007/s10803-022-05507-0
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        atl: Training Syntax to Enhance Theory of Mind in Children with ASD.
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        au:
          Durrleman, Stephanie
          Bentea, Anamaria
          Prisecaru, Andreea
          Thommen, Evelyne
          Delage, Hélène
        affil: Department of Medicine, Faculty of Science and Medicine, University of Fribourg, Fribourg, Switzerland
      sug:
        subj:
          Grammar Education
          Children with Disabilities Education
          Theory of Mind Evaluation
          Autism Spectrum Disorder In Infancy and Childhood
          Outcomes of Education
          Task Performance and Analysis
          Human
          Child, Preschool
          Child
          Mobile Applications
          Pretest-Posttest Design
          Comparative Studies
          Severity of Illness
          Male
          Female
          Funding Source
          Descriptive Statistics
          Child, Preschool: 2-5 years
          Child: 6-12 years
          Male
          Female
      ab: Preschool children with neurotypical development (ND) trained on sentential complements ("X thinks/says that") improve their Theory of Mind (ToM) performance. Can complementation training also enhance ToM in children with Autism Spectrum Disorder (ASD)? Thirty-three children with ASD (Mage = 8;11) and 20 younger ND peers (Mage = 4;3) were trained on sentential complements (4–6 weeks, 2–3 times per week, via the DIRE i-Pad App). Pre-training and post-training comparisons show that (1) training boosted both complementation and ToM performance across groups; (2) improvements remained 4–6 weeks after training ended; (3) participants with milder ASD symptoms made most gains. Training on sentential complements thus seems beneficial for addressing ToM difficulties in children with ASD, especially those with milder symptoms.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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