Theory of Mind Abilities and Deficits in Autism Spectrum Disorders.
Autism spectrum disorder (ASD) is a neurobiological disorder that significantly impairs children’s social interaction, verbal and nonverbal communication, and behaviors. Questions about theory of mind (ToM) deficits in ASD have generated a large number of empirical studies. This article reviews curr...
| Publicado en: | Topics in Language Disorders Vol. 34; no. 4; pp. 329 - 344 |
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| Formato: | review Journal Article |
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Lippincott Williams & Wilkins
Oct-Dec2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=99525036&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 99525036 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02718294 TLD jtl: Topics in Language Disorders issn: 02718294 maglogo: N pubinfo: dt: Oct-Dec2014 vid: 34 iid: 4 pid: 5086 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 99525036 99525036 107838773 10.1097/TLD.0000000000000033 99525036 ppf: 329 ppct: 15 formats: tig: atl: Theory of Mind Abilities and Deficits in Autism Spectrum Disorders. aug: au: Kimhi, Yael affil: School of Education, Bar-Ilan University, Ramat-Gan, Israel sug: subj: Theory of Mind Autism Spectrum Disorder Diagnosis Social Behavior Communication Skills Mental Processes Intelligence Academic Performance Language Development Sensory Motor Integration Executive Function Research, Interdisciplinary Evaluation Social Environment Clinical Assessment Tools Classification Child Development Age Factors Adolescent Development Time Factors Variance Analysis Intuition Combined Modality Therapy Utilization ab: Autism spectrum disorder (ASD) is a neurobiological disorder that significantly impairs children’s social interaction, verbal and nonverbal communication, and behaviors. Questions about theory of mind (ToM) deficits in ASD have generated a large number of empirical studies. This article reviews current studies of the relationship between ToM and ASD, including contributions to the understanding of social and academic manifestations of ASD. Several themes emerge: Enhanced language and verbal abilities facilitate better ToM understanding; implicit ToM elements that incorporate parallel processing pose more difficulties than explicit ones; and general and multimodal interventions are more effective than specific interventions. A brief overview is followed by a review of emerging research on the role of domain-general cognitive skills (executive function) and central coherence in the development of ToM. Next, a summary of studies addressing ToM across the development and social and academic manifestations is presented. The article ends with a critical review of ToM intervention studies, which suggests that generalization may be more likely to occur when ToM is targeted as part of broader sociocognitive interventions rather than as an isolated skill. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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