Reading the Mind or Only the Story? Sharing Fiction to Develop ToM With Deaf Children

Chilton, Helen; Beazley, Sarah

doi:10.1177/1525740117741170

Cited by 5 publications

(2 citation statements)

References 63 publications

(102 reference statements)

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“…For example, Wellman and Peterson (2013 ) showed that training based on thought bubbles improved ToM abilities in DoH children. Other studies found that ToM can be scaffolded with explicit instruction ( Stanzione & Schick, 2014 ), writing ( Chilton et al., 2019a , 2019b ) or through using fiction books to explore the topics of thoughts and feelings ( Chilton & Beazley, 2018 ). However, this issue was not tested directly in our study as we did not control for the quantity and quality of caregiver talk directed at children.…”

Section: Discussionmentioning

confidence: 99%

False Belief Understanding in Deaf Children With Cochlear Implants

Pluta

Krysztofiak

Zgoda

et al. 2021

The Journal of Deaf Studies and Deaf Education

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Theory of mind (ToM) is crucial for social interactions. Previous research has indicated that deaf and hard-of-hearing children born into hearing families (DoH) are at risk of delayed ToM development. However, it is unclear whether this is the case for DoH children who receive cochlear implants (CIs) before and around the second year of life. The present study aimed to investigate false belief understanding (FBU) in DoH children with CIs. The relationships between false belief task (FBT) performance, sentence comprehension, age at implantation, duration of CI use, and Speech Recognition Threshold were explored. A total of 94 children with typical levels of hearing (TH) and 45 DoH children (age range: 3–8), who received their first CI between 6 and 27 months of age, were tested on the FBT and a sentence comprehension test. Results showed that 4- and 5-year-old children with CIs performed significantly worse than their peers with TH on the FBT; 6- to 8-year-old children with CIs performed similarly to age-matched children with TH. Age at implantation and duration of CI use were correlated with sentence comprehension but not with the FBT. The results indicated that FBU was delayed until the age of 6 years in most of children with CIs.

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Section: Discussionmentioning

confidence: 99%

False Belief Understanding in Deaf Children With Cochlear Implants

Pluta

Krysztofiak

Zgoda

et al. 2021

The Journal of Deaf Studies and Deaf Education

View full text Add to dashboard Cite

show abstract

“…After the training, children scored higher on false belief scales than did the control groups without training. It was also demonstrated that ToM can be scaffolded with explicit instructions [49] or through using fiction books in order to engage the child in exploring the topic of thoughts and feelings [84]. Additionally, interactions between deaf parents and deaf children could serve as a model for interactions in the population of DoH children.…”

Section: Interventions To Promote Tom In Deaf Childrenmentioning

confidence: 99%

Theory of Mind Development in Deaf Children With Cochlear Implants: Literature Review

Krysztofiak¹,

Pluta²

2021

J Hear Sci

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Theory of mind (ToM) is the mental capacity that allows us to represent the mental states (beliefs, desires, emotions) of other people, infer them from situational cues, and predict their behavior. According to the standard view, the most important milestone in ToM development -the ability to pass the false belief test (FBT) -emerges around four years of age. FBT requires one to understand that the beliefs of others are independent from reality and from one's own beliefs, and that their behavior can be predicted by their mental states. Previous research has indicated that deaf and hard-of-hearing children born into hearing families (DoH) are at risk of delayed ToM development due to restricted social interactions. However, these findings are unclear for DoH children who receive cochlear implants (CIs) and whose hearing is partially restored. In this review, we summarize research on the development of ToM in DoH children with cochlear implants (CIs). We describe how language (vocabulary and syntax) influences ToM. Finally, we discuss the nature of social interactions that facilitate ToM development in children with typical hearing as well as in DoH children with CIs.

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Speech-Language Pathologists' Implementation of Theory of Mind Concepts Within Therapy: An Exploratory Survey

Secora,

Moore

2023

Perspect ASHA SIGs

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Purpose: Understanding others' mental states including thoughts (cognitive theory of mind [ToM]) and feelings (affective ToM) is an important component of communication, particularly for individuals with communication challenges. Speech-language pathologists (SLPs) are critical members of the team that supports these individuals; however, little is currently known about how SLPs approach therapy involving ToM components. This exploratory study seeks to establish foundational knowledge about the current practices SLPs use when incorporating ToM. Method: SLP participants completed an online survey ( N = 86) that asked about their incorporation of ToM topics and skills into therapy with a focus on literacy activities. Results: All SLPs reported working on ToM topics to some extent, most frequently on emotional awareness in the self and others and to a lesser extent on understanding others' thoughts. They reported targeting ToM components with different clinical populations: mostly individuals with autism spectrum disorder and social communication disorder, but also those with expressive/receptive language disorders and preschool-age students. The majority of SLPs reported using books to work on ToM skills. We provide a summary of the various features of books that SLPs used in the selection process and with their reported relative importance. Conclusions: Many SLPs reported working on affective ToM and to a lesser extent cognitive ToM with children who have a variety of communication needs. Children's books were a common way in which many SLPs targeted a variety of communication goals in addition to perspective-taking or ToM topics. Understanding the current implementation of ToM topics in therapy can help guide neurodiversity-affirming intervention and literacy practices for currently practicing SLPs. Supplemental Material: https://doi.org/10.23641/asha.24175557

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Reading the Mind or Only the Story? Sharing Fiction to Develop ToM With Deaf Children

Cited by 5 publications

References 63 publications

False Belief Understanding in Deaf Children With Cochlear Implants

False Belief Understanding in Deaf Children With Cochlear Implants

Theory of Mind Development in Deaf Children With Cochlear Implants: Literature Review

Speech-Language Pathologists' Implementation of Theory of Mind Concepts Within Therapy: An Exploratory Survey

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